Early Years Curriculum
Our Curriculum Vision
The EYFS is a unique, distinct, and important phase in education. It places an equal priority on supporting children’s social and emotional development and on their learning. It is a crucial time for developing children’s engagement, enjoyment of learning and motivation. The curriculum in the Early Years provides a structure and sense of direction, whilst providing ambitious opportunities for children to learn. Our curriculum recognises children’s prior learning and experiences and seeks to build on these, developing their skills and knowledge through a variety of themes and first-hand experiences that stimulate their curiosity. The curriculum is designed to meet the needs of all children ensuring adaptations are made where necessary.
Play and exploration are at the heart of our Early Years practice and children are able to interact with well-organised and resourced environments that spark their interests and allow for independence and sustained shared thinking. We enhance the environment with a wide range of multi-sensory activities that encourage children to explore, develop skills and adapt their own learning.
We follow the Early Years Foundation Stage statutory guidance and the non-statutory Development Matters guidance which outlines child development for children from birth to three, three to four and the Reception year. This framework sets the standards for the learning, development and care of your child. Within the framework, there are 7 key learning areas:
The Statutory Framework for the Early Years Foundation Stage outlines four guiding principles that should shape Early Years practice. These are:
- Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured
- Children learn to be strong and independent through positive relationships
- Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
- Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
There are also seven key features of effective practice (Appendix 1) that underpin the Early Years ethos and are woven through the Oasis EYFS Curriculum. These are:
- The best for every child
- High quality care
- The curriculum: What we want children to learn
- Pedagogy: helping children to learn
- Assessment: checking what children have learnt
- Self-regulation and executive function
- Partnership with parents
We aim to ensure all children make good progress and to support them to achieve a good level of development in line with the Early Learning Goals at the end of the Reception Year and good transitions to Year 1. However, in addition to academic success, we are committed to the development of character to ensure children are well-rounded and prepared for their future beyond education. The Characteristics of Effective Teaching and Learning and our Oasis 9 Habits approach underpin everything we do and we ensure children understand what these are and how they can show and develop these.
Community involvement is an essential part of our curriculum. We ensure children know their local community by exploring this first-hand, understanding what it looks likes, who can help us within our community and how we can look after our community ourselves. This sense of community also includes working in close partnership with parents and carers to ensure children have effective transitions, feel safe and have the opportunity to reach their full potential.
If you need any more information please don’t hesitate to ask Miss Carol Bailey, Early Years Lead or email firstname.lastname@example.org