Our EYFS Curriculum Statement
At Timberley Academy, we work hard to deliver the Early Years Foundation Stage Statutory Framework which sets standards for the learning, development and care of children from birth to five years. This gives children a secure foundation and enables them to be thoughtful, independent, resilient citizens, giving them the knowledge and skills needed for a successful future in our diverse world.
It is our intention that children experience the seven areas of learning, reach the Early Learning Goals at the end of the Foundation Stage and ensure children make good progress from their starting points. Learning is planned to support communication and language development, personal, social and emotional development and physical development as well as literacy, mathematics, understanding the world and expressive arts and design.
Learning takes place through a balance of whole class/group teaching and play based learning. This is through the children’s interests, themes, continuous provision and the direct teaching of reading, writing and maths. The broad and balanced curriculum is designed to meet the needs of individual pupils including SEND, EAL and disadvantaged, and small groups of children within the environment of high quality first teaching supported by targeted interventions where appropriate. We endeavour for pupils to be ready for the next phase of their education.
We focus on promoting the more general concepts of Fundamental British Values within the Early Years Foundation Stage (EYFS) and understand that the children’s development within these areas is key to promoting the values in the long term. We believe that Cultural Capital is about giving children the best possible start in life and their early education. We know that some children arrive to us with different experiences from others, in their learning and play. We tap into children’s interests in order to build on their knowledge and skills, and introduce them to new experiences.
Our curriculum and its delivery ensure that children make good progress. Children in our early years, on average, arrive with much lower starting points than national expectation for their age and some arrive with complex needs. As such, we prioritise personal, social and emotional development and communication and language in the Nursery curriculum. As children move on into Reception, we invest time and energy into helping them set and reflect on their own goals by aiming high and developing a love of reading, writing and number. During their time in our EYFS, children make rapid progress so that we are closer to the national expectation for GLD at the end of the year. Children also make good progress toward their age-related expectations before transitioning into Year One.