Early Years Foundation Stage - Little Owls
At Branston Church of England Infant Academy, we believe to be 'The Best We Can Be', we require a strong start from the beginning. We believe that high level engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking.
Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. Each week, EYFS staff introduce a new story to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities.
We follow the Early Years Statutory Framework, provided by the Department for Education (DFE). The framework sets out the requirement for learning and development within the EYFS and focuses on prime and specific areas.
These are broken down into seven areas of the EYFS Curriculum –
Personal, Social and Emotional Development
Communication and Language
Understanding the World
Expressive Arts and Design
Reading is at the heart of our curriculum. Children follow the rigorous and highly successful Read, Write Inc program faithfully so that they meet good outcomes for reading. In Little Owls, we place great emphasis on ensuring daily, high quality, systematic, discrete phonics teaching is delivered consistently with fidelity to the Read, Write, Inc programme. This programme teaches children the skills to decode words and enables them to become fluent readers. Ultimately, we hope that the children develop confidence and fluency and have a genuine enthusiasm and enjoyment for reading.
In phonics lessons, children are taught to use pure sounds (‘m’ not’ muh’,’s’ not ‘suh’, etc.)
The children are taught the sounds in 3 sets. They do not move onto the next set of sounds until they are secure in the previous set. The children are informally assessed frequently to ensure they are grouped accurately and there are no gaps in their phonics knowledge.
Further details can be found on our Phonics and Reading page, by clicking on the link below.
In Little Owls, mathematics is taught through adult-led activities and also developed through the children's exploration of our wonderful indoor and outdoor learning environments. Our daily provision is full of opportunities for mathematics, high quality maths resources are accessible in the environment and there are weekly independent maths challenges for the children to try. Adults incorporate number, mathematical language and concepts at relevant opportunities in the daily routine.
For adult-led activities, we use the Mastery Number scheme which aims to secure firm foundations of number. It aims to develop children's confidence, fluency and flexibility with number and attention is given to key understanding of numbers, which can then be built upon in Key Stage One. Four Mastery Number sessions are taught each week, with the flexibility to add a fifth session if further adult input is needed. The areas that are not covered through Mastery Number; shape, pattern and measures, are covered through discreet maths inputs and activities. White Rose Maths materials are sometimes used for this and each term focuses on one of these areas. Where relevant, maths teaching is linked to our story focus. The children deepen their knowledge and understanding when they apply their skills in different ways and different situations.
Full details can be found on our Mathematics page by clicking the link below.
In Religious Education, we use ‘Understanding Christianity’ and the Lincolnshire Agreed Syllabus as a starting point for our planning. This is used to ensure Religious Education is taught progressively, with knowledge and skills built across and within year groups. Furthermore, the RE curriculum is mapped out to ensure that links between prior learning and different religions are explicit and that knowledge and skills are both revised and built upon.
|Term 1||Term 2||Term 3||Term 4||Term5||Term 6|
LAS EYFS Unit Myself
belong to a
Unit Special people to me
who are important
to members of
a religious group,
Incarnation UC F2 (core)
Why do Christians
plays at Christmas?
|LAS EYFS Unit Our special books [Introduce stories from religions and important books for members of a religious group; think about ways in which religious people treat their special books] Key Vocab: Bible Qur’an Torah||Salvation UC F3 (core) Why do Christians put a cross in an Easter garden? Key Vocab Christian Jesus God Easter Cross Key Vocab: Christian Jesus God Easter Cross||Creation UC F1 (core) Why is the word ‘God’ so important to Christians? Key Vocab: Christian God Creation Care Responsibility||LAS EYFS Unit Our beautiful world [Introduce stories about creation and some beliefs about the natural world, e.g. the duty to care for the environment] Key Vocab: Muslim Jew Hindu God Creation Care Responsibility Beautiful|
|At the start of the year, pupils will be learning more about each other. This is a chance for them to learn that, for some people, occupying a religious worldview is part of who they are.||Having introduced the idea of religious worldviews, this is an opportunity to introduce some people who are important within a range of religious worldviews. The Understanding Christianity unit offers an opportunity to do this with a focus on the significance of Jesus for Christians.||At this point, pupils should feel more secure in phonics. This is a good opportunity to explore more about religious worldviews through story.||Having learned about stories that are important to religious people, this is an opportunity to look in depth at a story that is very important to Christians.||This builds on pupils’ learning about special books and special stories by exploring the Christian story of creation in more detail.||Having learned about the Christian story of creation, this unit broadens the pupils’ understanding of different ways in which religious and non-religious people understand and engage with the natural world.|
For further details regarding Religious Education at Branston Church of England Infant Academy, please follow the link below.
Children develop their characteristics of learning and are able to apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children are confident to take risks and discuss their successes and failures with peers and adults drawing on their experiences to improve or adjust what they are doing.
We believe our high standards are due to our carefully planned environment, enriched play-based curriculum, quality first teaching and the quality of assessments.