Welcome to our EYFS page!

I am Mrs Ward and I am the EYFS Leader in school. Since studying Early Childhood Development at University I have become fascinated with how our youngest children learn. I remain passionate about educational research and implementing the latest findings in order for our children to thrive.

1/3

To play, press and hold the enter key. To stop, release the enter key.

Intent - Why is EYFS important for our children? What will our children learn?

“Science tells us that a child’s experiences from conception through their first five years will go on to shape their next 50. It tells us that the kind of children we raise today, will reflect the kind of world we will live in tomorrow.”

State of the Nation: Understanding Public Attitudes to the Early Years, November 2020.

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Here at Dane Royd, we aim to provide the highest quality of care and education for all our children.

We have designed a broad and balanced progressive Early Years curriculum aligned to Development Matters (non-statutory guidance) alongside the Statutory Framework for EYFS.

Our intention is that our children leave us ‘school ready’. But what does ‘school ready’ mean exactly? For us, this means equipping our children with the Dane Royd PROUD values needed to succeed in life, plus the skills, knowledge and vocabulary required to thrive in Key Stage One and beyond.

We believe all seven areas of learning and development are important and inter-connected. The prime areas of development are particularly crucial for igniting children’s curiosity and enthusiasm for learning, whilst the specific areas, create the foundations for all National Curriculum subjects.

Implement - How will our children learn?

Albert Einstein famously said “play is the highest form of research” but within the education sector play is often seen as a break from serious learning. Here at Dane Royd, we believe play is serious learning for our youngest children.

At Dane Royd these are our top 10 curricular goals for children in EYFS:

1. Through play I will learn to safely manage risks. I will develop both the physical and emotional skills to persevere when facing a challenge.
2. Through play I will have hands-on experiences beyond my reach in real life. My imagination will develop and I will be ready to create, develop and share my ideas.
3. Through play I will have open ended opportunities to construct, deconstruct and reconstruct. I will understand how to use materials and equipment for a purpose. I will have a sense of pride in my work but at this stage it will be process driven not outcome led.
4. Through play I will naturally acquire the life skills needed to be an active member of society. I will gain the confidence to become a successful, independent learner.
5. Through play I will learn how to be a kind and respectful individual. I will celebrate everyone’s uniqueness.
6. Through play I will begin making connections about the natural world. I will have a basic understanding of how I can have a positive impact on the planet.
7. Through play I will develop speaking and listening skills. The breadth of language I acquire will support my ability to socialise. I will also be ready to learn a range of subjects and will know some key vocabulary to support this.
8. Through play I will develop my fine and gross motor skills, gaining control over my body. I will be ready to sit at a table and hold a pencil effectively. I will have the stamina and more importantly the desire to write.
9. Through play I will develop my understanding of number. I will be able to procedurally and conceptually subitise. I will be ready to problem solve.
10. Through play I will develop my creative skills learning to sing, dance and make music with instruments. I will be ready to perform in front of an audience.

Our team of dedicated and experienced early years professionals understand the need to create a high quality, language rich learning environment. During the EYFS, we introduce and continuously revisit all areas of learning sequentially in ways that are suitable for young children.

Staff take in to account individual needs, interests, and stages of development for every child in their care, and use this information to plan challenging and enjoyable experiences. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.

Each area of learning and development is implemented through planned, purposeful play experiences alongside a mixture of adult-led and child-initiated activities. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interactions.

As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities that help children prepare for more formal learning in Key Stage 1.