EYFS Curriculum Intent Statement
At Humberstone Infant Academy we place great value on the development of children as individuals and providing them with the skills, knowledge and understanding they need to prepare them for the challenges in Key Stage One and beyond. Our aim in the EYFS is to build strong foundations rooted in academic success as well as developing a sense of awe and wonder, so that ultimately our pupils can be successful at university, go on to be active citizens of society and happy, curious life-long learners.
Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. They can only do that if we embed the right habits for learning through the Characteristics of Effective Teaching and Learning – Play and Exploration, Active Learning and Creative and Critical Thinking.
Many of our children arrive with skills and knowledge below average for their age. We have to teach them how to listen and to meet the high expectations for behaviour by working together and being kind. As such, we prioritise personal, social and emotional development and communication and language in the Nursery curriculum. Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. As the children move into Reception, we challenge them to set and reflect on their own goals by aiming high and developing a love of reading, writing and number. This is delivered through a text based curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas. We value imagination and creativity and seek to create a sense of enjoyment and fascination in learning through a well planned continuous indoor and outdoor provision.
Pupils learn through a balance of child-initiated and adult-directed activities and challenges. We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for quality interactions between adults and between peers. Staff ensure that interactions allow children to flourish and gather words at pace in order to become confident communicators. Reading is at the heart of our curriculum and children are encouraged to become early readers through enjoyment of books and the systematic teaching of phonics. The children develop their mathematical thinking through direct teaching and exploration. We want our children to become confident mathematicians who can apply what they have learnt to real life experiences.
Our learning environment, both inside and outside is adaptable in order to reflect children’s interests and progression. The children are supported to learn to work together, manage their feelings and ask questions through skilled adult facilitated play. The curriculum is taught through quality key texts which are enriched with classroom enhancements, trips and visitors. These are chosen carefully to encourage children’s speech, language and communication development. All planning however, is flexible and responsive to children’s needs so plans can be changed and adapted dependent on children’s interests.
At Humberstone Infant Academy we understand the importance of parental engagement and believe that our parents have a crucial role to play in their children’s education. We work hard to create strong partnerships between home and school. Parents receive weekly information about what their child is learning the next week, which includes the text and key vocabulary and explains how they can support this at home. Parents enjoy using Tapestry to engage in their child’s learning.
As part of the learning and teaching process, children are assessed in relation to their progress towards Development Matters and the Early Learning Goals. These judgements are made on the basis of accumulative observations and in depth knowledge of the children acquired through ongoing assessment. These ongoing assessments are used to inform planning, teaching and learning for all children throughout the year.
Our inclusive approach means that all our children have the opportunity to learn together but we also have a nurturing space where we can scaffold learning for those children who may not be reaching their potential in a whole class setting. The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations and assessments of children.
Our curriculum and its delivery ensure that children, from their own starting points, make good progress and when compared to national data, more children achieve a good level of development. Through a balanced and creative curriculum children develop positive attitudes and good learning behaviours preparing them for year 1.
Key moments in children’s learning are recorded in learning journeys and parents are encouraged to share memorable key moments and home learning through Tapestry, which staff use to support their termly assessments of children.
We strive to achieve a high standard of enriched play-based exploration alongside excellent teaching and assessment, as our children move through EYFS. By the time they leave the EYFS, our creative and balanced approach to learning experiences enables our children to develop into happy, motivated, and independent learners.