EYFS

Our EYFS curriculum is progressively sequenced and planned to acknowledge precise next steps in children’s learning. These next steps are addressed by children’s curiosities and fascinations. Termly topics introduce children to new learning experiences, and mini topics are interwoven to acknowledge learning opportunities throughout the year. However, planning is primarily flexible to follow children’s interests and to allow for ownership of learning.

We have designed an Early Year’s curriculum that connects learning by building an understanding of ideas, concepts, chronology, and themes through the framework of ‘here, there, then, now, and next’. These thinking threads create opportunities to learn from the past to equip children for an ever-changing and exciting future, nurturing courageous learners who are unafraid to explore and take on challenges.

In EYFS, children explore their world here and now, building on early experiences from then, and developing the skills and curiosity to move confidently into the next stages of learning. They are encouraged to be caring, respectful of others, and thoughtful in their interactions, fostering positive relationships and a strong sense of community.

At Garras, we acknowledge the four guiding principles that should shape practice:

Unique Child: Every child is unique and has the potential to be resilient, capable, confident, and self-assured.

Positive Relationships: Children flourish with warm, strong, and caring partnerships between all staff and parents/carers. This promotes independence across the EYFS curriculum. Children and practitioners are NOT alone – embrace each community.

Enabling Environments: Children learn and develop well in safe and secure environments where routines are established and where adults respond to their individual needs and passions. This helps them to develop curiosity, build confidence, and take courageous steps in their learning over time.

Learning and Development: Children develop and learn at different rates. We must be aware of children who need greater support than others.

We also consider the three characteristics of effective teaching and learning:

Playing and Exploring: Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of information and experiences to draw on, which positively supports their learning. This encourages curiosity and the confidence to try new things.

Active Learning: Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges, and learn persistence. Here, they are supported to be courageous, trying out new ideas and approaches without fear of mistakes.

Creating and Thinking Critically: Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which help them to solve problems and reach conclusions. They are encouraged to be curious, caring, and courageous thinkers who can confidently explore their own questions and support others in doing the same.

Garras-Community-Primary-School-EYFS-Long-Term-Plan