At Chesterton we aim to develop and nurture positive attitudes where children become proud and respectful of themselves, others and their environment.
The Chesterton Primary EYFS Curriculum aims to engage all children and ensures that all children make good progress from their starting points. A number of key resources are used support the development of the curriculum including Development Matters, end goals, characteristics of effective learning and Birth to Three Matters.
The school has recognised the use of clear, focused learning intentions as an effective tool in gaining intended learning outcomes. Staff regularly reflect on activities to review the learning intention and the children’s engagement to ensure that provision not only matches their current level of development but also their interests and welfare needs. Staff working within the EYFS engage in training to ensure their interactions with the children reflect current best practice, are valuable, support each individual child and move learning on.
Where possible the children’s own interests are used by the adults to engage the children in higher level thinking and deeper learning. This is balanced with our curriculum focus that aims to introduce children to key knowledge and concepts alongside the development of a wide and diverse vocabulary. Staff hold high expectations for children and plan challenges that aim to foster the characteristics of effective learning through seeking challenging, having a go and not giving up. Positive and purposeful praise is used to highlight the key elements of learning to allow our children to move forward with confidence and become successful lifelong learners. Child initiated learning is valued and encouraged especially when considering the mastery of new skills. Through adult led learning we introduce new concepts and knowledge, the progression of which can be led by the children through enabling environments and continuous provision.
Where possible we aim to provide the children with first hand experiences from which to build shared experience, and new mental models from which to build knowledge and understanding.
Work with parents is valued as one of the most important tools in supporting the children to feel safe, secure and ready to learn, Parents are regularly encouraged to share in their child’s learning at school as well as contributing learning from home. Within the setting parents are encouraged into the setting and to attend parents meetings and events, however, we recognise that this may be more difficult if there are continued changes or disruptions due to Covid19. With this in mind the school aims to develop the website and learning journey system to offer multiple opportunities for the sharing of information and knowledge.
Great British Values
British Values
The fundamental British values of Democracy, Rule of Law, Individual Liberty, Mutual Respect and Tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 Early Years Foundation Stage.
Democracy: Making Decisions Together
As part of the focus on self-confidence and self-awareness, as cited in Personal, Social and Emotional Development:
- Staff can encourage children to see their role in the wider world and community, staff encourage children to know their views count, show and recognise value in regard to each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, voting for the end of the day story.
- Staff can support the decisions that children make and provide activities that involve turn taking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued and encouraged.
Rule of Law: Understanding Rules Matter as cited in Personal Social and Emotional Development
As part of the focus on managing feelings and behaviour:
- Staff can ensure that children understand their own and others’ behaviour and its consequences, and learn to tell right from wrong. Staff can work with children to create the rules and the codes of behaviour, for example, to agree rules regarding kindness and helping each other to take turns and tidy up. Staff support children to understand rules apply to everyone.
Individual Liberty: Freedom for All
As part of the focus on self-confidence & self-awareness and people & communities, as cited in Personal Social and Emotional development and Understanding the World:
- Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks climbing trees in forest school, build with large construction objects or explore craft materials.
- Staff will encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transitioning into Reception Class.
Mutual Respect and Tolerance for those with Different Faiths and Beliefs: Treat Others as you wan to be treated
As part of the focus on people & communities, managing feelings and behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World:
- Managers and leaders create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged within school and the wider community.
- Children should acquire a tolerance and appreciation of, and respect for, their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
- Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
- Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value diversity and providing resources and activities that challenge gender, cultural and racial stereotyping.
- staff recognise that they play an important role in challenging descrimination and sterotypes and therefore do not heavily rely on printed resources without the support of staff to explain and encourage.
Characteristics of effective learning
The characteristics of effective learning underpin our pupils learning within the Early Years Foundation Stage. The ways in which they engage with others and their environment – playing and exploring, active learning and creating and thinking critically – underpin learning and development across all areas and support the children to remain effective and motivated learners. The characteristics of effective learning can be shown at any time. Staff will observe play and provide a range of structured and unstructured activities allowing children the time and space to develop confidence, imagination and learning.