Weaverham Forest EYFS is for children from 2-5 years of age. We have provision for 30 children in Reception and provision for 30 pupils in the morning (9am-12pm) and 30 pupils in the afternoon (12pm-3pm) in nursery.
Applications for our Nursery school should be made direct to the school. An application form is available on request and should be returned to the school as soon as possible.
Our Nursery school offers a high quality early years provision with a personalised approach. Through our fun, engaging and creative curriculum, we ensure all of the children in our care work towards successfully achieving the Early Learning Goals and are well-prepared to make the transition to primary school.
EYFS Intent, Implementation and Impact Statement
EYFS Intent, Implementation and Impact Statement
The Statutory framework for the Early Years Foundation Stage sets the standards for learning, development and care for children from birth to 5 years.
-To give the children the best possible start in life.
-We want every child to feel secure, safe and to be happy and heathy.
-To plan and implement a rich ambitious curriculum that meets the needs of every unique child (no limits for any child). For it to be a balance of adult led and child initiated activities offering extended periods of play and sustained thinking. For the curriculum to be well sequenced in knowledge, understanding and skills (for future learning), setting high expectations for all children so they reach their full potential.
-For the curriculum to celebrate diversity and support children’s spiritual, moral, social and cultural development.
-To ensure equality permeates into all aspects.
-For the children to experience the awe and wonder of the world in which they live, through the seven areas of learning.
-To build on their own interests and develop their experiences of the world round them (realise they all come from varied experiences).
-For the cultures, languages and traditions that children and their families bring to be valued and celebrated.
-To have an environment that enables deep focused learning through purposeful play. -Indoor and outdoor environments available so that children can develop intellectually, creatively, physically, socially and emotionally.
-To have a high focus on the prime areas of learning: Personal, Social and Emotional development and Communication and Language including vocabulary. We recognise that Speech, language and Communication (SLC) skills not only improves academic outcomes but is a life skill to ensure success beyond school, in life and future employment. SLC develops children’s thinking and understanding, which in turn promotes self- confidence, resilience and empathy which supports the child’s well- being.
-To develop a love of reading.
-In reception, to gain a secure knowledge of phonics in preparation of becoming a fluent and confident reader through a systematic phonics programme (Sounds Write) so that by the end of reception they can read words and simple sentences. Keep up, not catch up approach.
-For children to have a high level of motivation, resilience, self -control, cooperation and respect for each other.
-For the children to learn by playing and exploring, by being active and through creative and critical thinking. (these fit in with the school’s Learning Powers).
-For the children to develop positive relationships with other children and adults in the setting. –To have assessment arrangements for measuring progress. Write termly progress reports for Senior Leadership Team.
-To develop positive working relationships with parents/carers and report to on child’s progress every half term (Nursery) and every term (Reception).
-To ensure children’s ‘school readiness’ and have a smooth transition into school.
-To safeguard children and promote welfare.
There are non-negotiables within the planned curriculum (see Cornerstones Medium Term plan) but the rest (continuous provision) comes from the children’s interests. Prime areas feed through all planned activities.
Reception- Numeracy follows White Rose, literacy follows Literacy Pathways and phonics follows the Sounds Write programme. Reading books match the phonics they are learning.
Nursery- Language is a priority so each week there is a book/books that leads the provocations for that week.
Phase 1 phonics is also covered for Nursery 2 and Nursery 1 has a mixture of phase 1 and Communication and Language activities. Maths activities are also completed daily for N2. N1 has a mixture of maths activities and PSED type activities. There are planned funky fingers and sensory tray activities daily.
EYFS-As well as child initiated activities there are teacher led and teacher initiated activities. The classroom environment is purposeful to meet the needs of the children and ensure they become enthusiastic learners. Characteristics of effective teaching and learning are implemented.
Through the thorough assessment and with the staff’s knowledge of the next steps, they are able to extend the children’s learning, ensuring meaningful learning for all the children (In The Moment Planning-ITMP).
Because of the staff’s knowledge of the next steps and because they are continually assessing during the day through their observations, they are able to adapt and promote learning.
EYFS-Through Phonics, Literacy Pathways, children’s reading books, books shared by adults during the day and reading for pleasure books that are sent home, the teaching of vocabulary is of high priority along with Communication and Language skills.
Phonics-All staff (including KS1 staff) have had phonics training and a consistent approach is delivered.
The Sounds Write programme is used. In Nursery children focus on Phase 1 which concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills, prior to GPC.
In Reception, Phase1 continues but children are introduced to Phase 2 and 3 where they will develop GPC and segmenting and blending skills to decode words. During the Summer term, children may move on to Phase 4 if they are ready. Children are encouraged to read at home and are listened to regularly in school. They are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.
In Reception, the Maths curriculum is made up of aspects from the White Rose and First 4 Maths schemes of work.
High quality learning environments and meaningful interactions with adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration. In addition, children in Reception have daily, whole class sessions and then weekly group time. Children who need to to develop fluency, revisit key concepts and address misconceptions have keep up sessions.
In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives.
Reception-A Transition visit/meeting is held with the previous setting. On entry, Baseline is completed (Statutory Baseline Assessment) and along with previous setting data, starting points are determined.
Nursery- a home visit and questionnaire is filled in with parents. Baseline is completed (using Evidence Me) and starting points determined, along with a discussion with parents. Observations on Evidence Me shared with parents each week.
EYFS-Assessment is continual. On a daily basis, adults extend children’s learning (ITMP) by asking questions or making suggestion of resources to use.
Nursery- children are focus children for a week, half termly, and learning is noted by all staff. Feedback sheets are filled in and shared with the parents via a telephone conversation. Next steps are made in conjunction with parents.
Reception- children are focus children for a week, every term, and learning is noted by all staff. Feedback sheets are filled in and shared with the parents via a parents evening. Next steps are made.
SEND (Special Educational Needs and Disability) -Systems are in place to identify children with SEND. They are then supported through planned interventions and professionals are involved if necessary.
Assessments are completed three times per year and shared with parents. Termly Pupil Progress meetings with the Headteacher are held to discuss progress and next steps.
Reception-In Summer Term 2, the EYFSP is completed where teacher judge whether the child has met each of the 17 ELG’s. They will be assessed as either, ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher.
End of Year report is written by reception and nursery.
Forming positive relationships with Parents
EYFS-see above plus: Form positive relationships with parents through regular contact and having an open door policy. At the start of the day the parents can talk with a member of staff. At the end of the day parents can talk to a member of staff. Class teachers’ emails shared with parents.
Daily photos are put onto Twitter/ Facebook.
Promotion of well-being
EYFS-Physical and emotional health and well-being are promoted through exceptional adult role models; Warm, nurturing, attentive relationships between adults and children are formed, setting an example of kindness. Staff implement positive behaviour; children are praised and encouraged. Conflict resolution is used to help children to resolve their own issues.
Reception- cover My Happy Minds, No Outsiders and Growth Mindset sessions through fictional texts. Indoors and outdoors provision is available for most of the day. In addition, the children have regular PE sessions.
Nursery- continually promote well- being through adult–child and child-child interactions. Indoors and outdoor environments available all day except for keyworker times.
SEND (Special Educational Needs and Disability)
Our inclusive approach means that all children learn together, but we have a range of additional interventions and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics. In addition, we have children on EHCPs, where bespoke plans have been identified. Makaton is used alongside visuals in the nursery provision.
Staff have weekly meetings to discuss any concerns, gain support, moderate observations (to ensure assessment is correct). We are self- reflective (confirmed by CWAC moderator) re new ideas, environment and necessary action is taken. Staff attend any necessary training. Staff attend CWAC EYs cluster meetings and literacy moderation (reception) which ensures high standards are maintained.
Adult interactions impact on progress of all children.
High levels of curiosity, engagement and enthusiasm. Children are happy, confident and enjoy achieving. They have a positive attitude to learning.
Children develop knowledge and skills across all 7 areas equally.
Develop listening and speaking skills. Vocabulary improvement.
Knowledge of phonics is secure and progression of reading is high.
All children make good progress (including disadvantaged and SEND)
Children have a love for books: love to have stories read to them and chat about the pictures and story. They enjoy singing rhymes.
Children develop positive relationships with other children and adults.
Children have a good sense of right and wrong and have an understanding of how their behaviour impacts on others. They resolve conflicts on most occasions successfully.
Their characteristics of learning are developed and they apply them to new situations.
Children are confident to take risks.
From their starting points, children will make excellent progress academically and socially.
Attendance is high
Children become independent: toileting, hand washing, dressing/undressing
Children will be/are well prepared for the next stage of learning.