Implementation: how do we teach what we teach?

We recognise children learn through a balance of child-initiated and adult-directed activities. Our timetable is carefully structured so that children have well-planned directed teaching in Literacy, Mathematics and Phonics every day, with regular circle time sessions to focus on PSED. These sessions are followed by adult directed activities where our children work with a member of staff to meet their individual targets. This focused time means the practitioner can systematically check for understanding, identify and respond to misconceptions and provide verbal feedback which results in a strong impact on the acquisition of new learning.   

Our children are provided with plenty of time to engage in ‘exploration’ throughout a variety of carefully planned experiences to engage and challenge them in the provision. The curriculum is planned for in the inside and outside classrooms and equal importance is given to learning in both areas. The curriculum is planned in a cross-curricular way to enable all aspects of children’s development including Understanding the World and Expressive Art and Design, in addition to promoting sustained shared thinking and active learning.

Reading is at the heart of our curriculum. Our children across EYFS and Key Stage One are taught a systematic Reading and Phonics programme through the DfE approved scheme Little Wandle. We teach Talk for Writing across EYFS and Year One, which promotes the love of reading across a range of texts and provides our children with the necessary skills to be effective readers and writers.

We place an emphasis on studying key skills of number, calculation and shape so that our children develop deep understanding and the acquisition of mathematical language. We provide opportunities for our children to learn through games and activities using concrete manipulatives which are practised and then applied during their own exploration. The mathematical experiences we provide are carefully designed to help children remember the content they have been taught and to support them with integrating their new knowledge. 

Our inclusive approach means that all children learn together and we have a range of additional interventions to support and scaffold children who may not be reaching their potential or for children who need extending in their learning. This includes interventions such as, Talk Boost, Chatterbug - Speech and Language, in addition to personalised next steps.

The Characteristics of Effective Learning are viewed as an integral part of all areas of learning and are reflected in our observations of children. 

Our regular monitoring of teaching and learning includes coaching and feedback from the Foundation Stage Leader, the Senior Leadership Team and colleagues, and through weekly EYFS meetings, so that all practitioners develop a good subject knowledge and are effectively supported. We tailor our staff CPD to be Early Years specific and are focused on moderating outcomes across the phase so that every member of our team feels confident in making accurate judgements about where individual children are and their next steps for learning.