Early Years

Introduction

The Foundation Stage (Pre-school, Nursery and Reception) is based on the principle that early years’ provision should offer a sound foundation for future learning through a developmentally appropriate curriculum.

De Bohun primary school offers a Pre-school provison  for 2-4 year olds and a Nursery povision for 3-4 year olds.  De Bohun understands that play is extremely important to young children and provides them with many essential skills that they will need as they grow older.  It helps them to learn and develop through talking and doing. Therefore in our Pre-school and Nursery, we provide a wide range of play activities which enable the children to reach their goals and develop both physcially, socially and emotionally. In some of these activities children decide how they will use the activity and in others, the adults will lead. Our daily routine allows for play and learning activities to be structured to children’s individual developmental needs. The activities for each area of learning change daily to keep children engages, stimulated and enthused. The children in our Pre-school and Nursery learn and develop very well in our safe and secure environments.

The Foundation Stage places great emphasis on children learning by doing.  Young children will be given more opportunities to gain first hand experiences through play and active involvement rather than by completing exercises in books.

Throughout the Foundation Stage the children play, make friends, develop and learn.  They have great fun, exploring and creating, indoors and outside. They gain independence and confidence and their natural curiosity is encouraged at all times.

The new Early Years Foundation Stage curriculum (2012) states that:

Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults.”

 

Meet the Early Years Team at De Bohun Primary School


Sadie Moorhouse
Assistant Head Teacher for Early Years and KS1

“My name is Sadie Moorhouse and I am the Assistant Head Teacher for Early Years and KS1 here at De Bohun Primary School. I studied for my teaching degree at Middlesex University and then moved on to study an Early Years and KS1 PGCE. I have always been passionate about Early Years Education believing all children deserve the best start to school. I am  passionate that children start their learning and development with exciting opportunities that ensure each and every child meet their full potential.”

Eve Newman
Early Years Leader & Reception Teacher

Pre-school
Helen Rodgers (Pre-school Manager)
Azra Rafique
Sree Ganaparam
Catherine Traynor

Nursery
Georgina Zachariou
Natasha Cabot
Christina Nicholas 

Reception
Ashleigh Hodgson
Eve Newman
Katie Forward

The Curriculum

  • The curriculum will focus on experimental learning, active involvement and developing each child’s:
  • Skills and understanding.
  • Personal, social, emotional, physical and intellectual well being so as to develop the whole child.
  • Positive attitudes to learning so that they enjoy it and want to continue.
  • Self-esteem and self-confidence to experiment, investigate, learn new things and form new relationships.
  • Creative, expressive and observational skills to encourage their development as individuals with different ways of responding to experiences.
  • Activities in the outdoors where they have firsthand experience of solving real life problems and learn about conservation and sustainability.

At De Bohun, children have access to a balanced curriculum that encourages them to learn through play in addition to taking part in focused activities led by specialised and experienced Early Years teachers and support staff. Each day, children are exposed to an exciting and varied timetable, which has a careful balance between children exploring and learning independently through play, and focused activities planned and led by adults. All activity that takes place is centered on the children’s interests and adults work together to plan accordingly. It is important that children are supported in Reception in order to be prepared for the transition into year 1. Towards the end of Reception, the balance will shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1. At present we have two reception classes. There are two teachers and two Early Years practitioners in the Reception class. Other unqualified assistants (e.g. trainees and volunteers) may provide additional assistance under the supervision of qualified staff.

Please click Here to view our number work in EYFS.

Please click Here to view our reading and phonics program in EYFS.

Learning and Development

The Early Years Foundation Stage is separated into three prime areas and four specific areas. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas are the prime areas. Adults must also support children in four specific areas, through which the three prime areas are strengthened and applied.

Phonics

In addition to following the Early Years Foundation Stage curriculum, at De Bohun we teach phonics through the Letters and Sounds programme. In Nursery, children are taught phase 1. The activities in phase 1 are adult led with the intention of teaching young children important basic elements of the Letters and Sounds programme such as oral segmenting and blending of familiar words. In Reception, children have a half an hour phonics session daily. Children are taught as a whole class, and support staff work with children who may need additional guidance. Throughout Reception, children are taught phase 2 and phase 3. The national expectation is that by the end of Reception, children will have successfully learnt all of the sounds and tricky words in phase 3, and be able to blend and segment words using these sounds.

Developing the Home-School Partnership

We believe that parents and carers are the child’s first and most enduring educators. We try to work with them as partners in their children’s learning. We try to develop a close working relationship between home and school involving parents in their child’s development as much as possible. Some of the ways we encourage this are:

  • Parents and teachers have the chance to chat informally at the beginning or end of the school day. Parents are welcome to make appointments at any time if they wish to discuss anything in greater detail or privacy.
  • Involving parents and carers as helpers for regular classroom activities and for special events such as visits to the local area.
  • Support and advice is available regularly for parents of children with special needs.
  • Parents are welcomed into classrooms to read stories in their home languages, or teach children traditional songs, poems or dances.
  • The Friends of De Bohun welcome help from all parents.

Links with the Community and Other Agencies

We use the opportunities offered by the local community in the following ways:

  • Exploring the grounds of the school and immediate area, visiting local shops and other attractions;
  • Visits from people in the locality who come to talk to the children (police, fire, nurses, parents, etc).



Assessment

In our Early Years settings colleagues record assessment information using Target Tracker. This is an ongoing assessment of each child in relation to the Early Year Foundation Stage Profile. Parents and carers are provided with training on this tool and can access the information from home. Assessments are also made using English and maths books as well as Special Books.

When your child starts with us,  they will be assigned a key person who will make sure that their learning and care is tailored to meet their individual needs.

The key person will look, listen and note how they play and then build on this by planning a challenging environment to support your child’s development. You can also share what you see your child doing with their key person. They can also give you ideas on what you can do at home with your child.

At the end of your child’s Reception year, they will be assessed using the Early Years Foundation Stage Profile.

The Early Years Foundation Stage is separated into three prime areas and four specific areas. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas are the prime areas. Adults must also support children in four specific areas, through which the three prime areas are strengthened and applied.

This will assess your child’s development against 17 early learning goals which are linked to the goals in “Development Matters in the Early Years Foundation Stage” between the ages of 40 and 60 months. For further information please visit this website.

For more information about assessment at our school, please read our Assessment Policy 2017.