Adventurers - EYFS Curriculum
All development and learning is guided by the Early Years Foundation Stage Framework and our provision reflects the 4 key principles:
- A Unique Child: This is based on the principle that every child has the ability to become a competent learner and can be resilient, capable and confident.
- Positive Relationships: This highlights the importance of children having loving and secure relationships with parents and carers, in order to become strong and independent.
- Enabling Environments: This recognises the key role a child’s environment plays in supporting and extending their development and learning.
- Learning & Development: This is based on the knowledge that children develop and learn in different ways and that all areas of learning are interconnected and equally important.
At Springfields, we plan an exciting and engaging curriculum based on our observation of children’s needs, interests, and stages of development across the seven areas of learning to enable the children to achieve their best in the early learning goals. All of the seven areas of learning and development are important and inter-connected. The Prime Areas of Learning are the essential foundations for children to work with and master before progressing into the Specific Areas of Learning
The Early Years Foundation Stage is a curriculum from birth to five years old, we follow the strands set by this curriculum and concentrate the learning opportunities on the seven areas of learning.
Prime Areas
- Communication and Language
- Personal Social and Emotional Development
- Physical Development
Specific Areas
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Desig
We also plan our curriculum to meet the Special Education Needs of our learners. These needs are generally thought of in four broad areas:
- Communication and Interaction
- Cognition and Learning
- Social, emotional and mental health
- Sensory and/or physical
Curriculum Overview
We plan a curriculum based on children’s development, predictable interests and their own interests. Through careful observation of the children, we are able to find out their interests and what motivates them and promotes their engagement. We also look at world around us and how it is changing, and follow and celebrate current national and international events such as sporting, charity, Royal events and a range of festivals through our whole-school SMSC days.
Our planning process is ongoing and evolves along with the children’s needs and interests. Therefore, the Long-Term Planning overview is an editable and working document.
How the curriculum is delivered
Our curriculum is carefully planned and delivered to ensure that the seven areas of learning are taught through engaging and exciting experiences for the children. Each of the areas are linked to one another therefore our approach to teaching is through providing a rich continuous provision, we aim to follow these key principles:
Inclusivity: Ensuring that continuous provision activities are accessible to all children.
Personalisation: Tailor continuous provision to suit the individual needs and learning styles of our children.
Engagement: Encourage active engagement, exploration, and independent learning through well-designed continuous provision areas.
Progression: Support children in making progress in all areas of development by offering varied and stimulating continuous provision opportunities.
We endeavour to ensure that the following elements are well planned and effectively implemented:
Physical Environment: Create inviting, well-organised spaces that cater to the sensory needs of our children, incorporating calming areas and sensory-rich resources.
Resources: Provide a range of resources that are both adaptive and appropriate for our children, including sensory materials, visual timetables, and communication aids.
Adult Support: Ensure that staff are trained in supporting our children within continuous provision, promoting independence while offering targeted support when needed.
Monitoring and Evaluation: Regularly review the impact of continuous provision on children's progress and adjust activities and resources accordingly to meet individual needs.
