Early Years Foundation Stage
Attendance at our Foundation Stage provision is on a flexible basis until the children are of statutory school age.
There is the opportunity for part – time or full – time placements to meet the child’s special needs and also to take into account the needs of the family. Children can attend the Foundation Stage from the age of 2 years.
Transition into the E.Y.F.S. is personalized with home visits, visits into school and time for parents to stay with their child on an informal basis if they wish as they settle in.
Our E.Y.F.S. classroom has five main areas.
1. Small kitchen area with gate to prevent access by children.
2. Main classroom area arranged for different activities e.g. computer area, fluorescent display for visual activities etc.
3. Entrance lobby.
4. Toilet area.
5. Outside play area.
We also have an inclusive EYFS classroom within our local primary school - Maltby Redwood Academy.
Our EYFS pupils usually spend half their day at Hilltop and half at Redwood,with the change over at lunch time.
Whilst our pupils are at Redwood they remain on role and are fully supported by our class teams,following their personalised learning journey. At Redwood our pupils have the opportunity to be amongst their peers who provide good role models of language,play behaviour,sharing learning experiences and a wider EYFS environment.
In both settings the E.Y.F.S. provides development opportunities under the four themes –
There is the opportunity for part – time or full – time placements to meet the child’s special needs and also to take into account the needs of the family. Children can attend the Foundation Stage from the age of 2 years.
Transition into the E.Y.F.S. is personalized with home visits, visits into school and time for parents to stay with their child on an informal basis if they wish as they settle in.
Our E.Y.F.S. classroom has five main areas.
1. Small kitchen area with gate to prevent access by children.
2. Main classroom area arranged for different activities e.g. computer area, fluorescent display for visual activities etc.
3. Entrance lobby.
4. Toilet area.
5. Outside play area.
We also have an inclusive EYFS classroom within our local primary school - Maltby Redwood Academy.
Our EYFS pupils usually spend half their day at Hilltop and half at Redwood,with the change over at lunch time.
Whilst our pupils are at Redwood they remain on role and are fully supported by our class teams,following their personalised learning journey. At Redwood our pupils have the opportunity to be amongst their peers who provide good role models of language,play behaviour,sharing learning experiences and a wider EYFS environment.
In both settings the E.Y.F.S. provides development opportunities under the four themes –
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
Positive Relationships
Enabling Environments
Learning and Development
All the opportunities underpin the Early Learning Goals in the 3 Prime areas of Learning and Development –
Personal, Social and Emotional Development.
Communication and Language
Physical Development.
And the 4 specific areas of Learning and Development –
Literacy
Mathematics
Understanding the World.
Expressive Arts and Design
All the areas are interlinked and are provided through the 3 ‘Characteristics of Effective Learning -
Playing and Exploring.
Active Learning
Creating and Thinking Critically
Personal, Social and Emotional Development.
Communication and Language
Physical Development.
And the 4 specific areas of Learning and Development –
Literacy
Mathematics
Understanding the World.
Expressive Arts and Design
All the areas are interlinked and are provided through the 3 ‘Characteristics of Effective Learning -
Playing and Exploring.
Active Learning
Creating and Thinking Critically
We regularly review and update our curriculum to ensure that the needs of individual pupils are met.
To support this our Curriculum Drivers: ‘Independence’, ‘Communication’ and ‘Experience, Exploration and Engagement’ are considered at all times. Assessments are made in variety of ways to track the progression of children towards the Early Learning Goals and inform targets for planning; these assessments include: B-Squared, The Early Support Journal and the Early Excellence Baseline.
To support this our Curriculum Drivers: ‘Independence’, ‘Communication’ and ‘Experience, Exploration and Engagement’ are considered at all times. Assessments are made in variety of ways to track the progression of children towards the Early Learning Goals and inform targets for planning; these assessments include: B-Squared, The Early Support Journal and the Early Excellence Baseline.
