West Huntspill Academy, New Road, West Huntspill, Highbridge, Somerset, TA9 3QE
Tel: 01278 783842
East Huntspill Academy, New Road, East Huntspill, Highbridge, Somerset, TA9 3PT
Tel: 01278 782453

west@thpa.theplt.org.uk / east@thpa.theplt.org.uk

The Huntspill Primary Academies

WE learn, WE achieve, WE flourish

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EYFS Intent

At The Huntspill Primary Academies, we provide an Early Years setting where the children feel happy, safe, respected, included and valued.  We always welcome and value children’s thoughts and opinions, giving them the opportunity to speak and be listened to.  All staff support the children to become confident, independent learners with a positive and curious attitude to learning. We always ensure that we are supporting children to explore, to grow and to develop the characteristics needed for effective learning.

The characteristics of effective learning are:

Playing and exploring – engagement

  • Finding out and exploring
  • Playing with what they know
  • Being willing to have a go

Active learning – motivation

  • Being involved and concentrating
  • Keeping trying
  • Enjoying achieving what they set out to do

Creating and thinking critically – thinking

  • Having their own ideas
  • Making links
  • Choosing to do things

We understand that children develop rapidly during the early years, physically, intellectually, emotionally and socially.  We provide all children with a broad and balanced curriculum, to extend their knowledge and skills to allow them to reach their full potential.  We prepare children to reach the Early Learning Goals at the end of the Foundation Stage and ensure children make good progress from their starting points.  The positive relationships that we build with parents enable us to work effectively with them to help their children flourish. 

 

EYFS Implementation

In our setting, we always ensure quality and consistency within our teaching and learning so that every child makes good progress and no child gets left behind.  Our provision offers a balance of child initiated and adult-led learning using continuous provision and small group activities. 

All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum.  The children learn new skills, acquire new knowledge and demonstrate understanding through the seven areas in the EYFS curriculum.  These are:

 

Prime Areas

Personal, Social and Emotional Development

Physical Development

Communication and Language

 

Specific Areas

Literacy

Mathematics

Understanding the world

Expressive arts and design

 

Children have access to our indoor and outdoor spaces, all year round.  The children have the freedom within continuous provision to be in control of their own learning and to follow their interests.  Continuous provision enhancements change on a regular basis to extend children’s learning, follow children’s interests, enhance our learning theme, promote curiosity and encourage exploration.  

Adults in the EYFS act as facilitators and scaffold children’s learning.  They carefully monitor and observe children in their play, looking at ways to deepen their knowledge and understanding and allow them time and opportunities to consolidate their learning.  All staff support them in meeting their next steps.  

Observations are recorded using ‘Tapestry’, an online learning journal.  Staff upload photos and observations, linking these to the EYFS curriculum and noting any of the characteristics of effective learning that the children have shown.  ‘Tapestry’ also allows parents to view the learning that has taken place in school and make comments.  Parents can also upload and share learning that takes place at home too.  All staff discuss observations and help to assess children using the Early Years Framework.  Planning, adult interaction and the learning environment is carefully thought out to meet the needs of the children and help them achieve their potential.

We make close links with parents/carers through home visits (prior to COVID-19 restrictions), regular communication, parent’s evenings, phonics meetings, ‘stay and play’ sessions, picnics, ‘ClassDojo’, ‘Tapestry’ and via the school website or Facebook page.  We also have a close partnership with the onsite pre-school at both schools, to share good practise and support transition for the children and their families.

 

EYFS Impact

All staff take the time to get to know each child well and find out about their interests and their home life.  We value what children have to say and encourage them to share their experiences with us when they feel confident to do this.  Through observations of the children in play and monitoring the areas of provision, we make alterations to our provision as necessary.  This enables us to continue to meet the needs and interests of the children.  If an area within our continuous provision is no longer being used or is less popular, we discuss ways to enhance this provision as a staff and also involve the children in decision making.  This supports the children in taking ownership of their learning environment. 

Staff spend time interacting with the children, making observations and using their knowledge to extend children's learning.  Some of these observations may be recorded as photos and/or videos which would be uploaded to ‘Tapestry’.  The class teacher oversees all observations and photo uploads to ‘Tapestry’.    Following discussions as a whole EYFS staff, the Development Matters document and the Early Years Framework supports us to make a ‘best fit’ judgement on the children’s current level of development.  Children will participate in the Reception baseline within the first six weeks of starting school.  School will track their progress and attainment at regular intervals throughout the academic year.  By the end of June, teacher's will indicate  whether or not children are meeting the expected level of development.  Children who are meeting the expected level of development are said to have achieved a Good Level of Development (GLD).  

Summative assessment, using the school’s assessment tracker ‘Insight Tracker’ compares children’s attainment to age related expectations and tracks their progress, from their starting point.  This is tracked to ensure rates of progress are at least good for all children, including vulnerable groups such as those with SEND or who are disadvantaged.  The EYFS Lead, the assessment co-ordinator and Head Teacher closely monitor this data and regularly discuss any areas for development.  Internal and external EYFS Moderation takes place yearly to help support us in the judgements that we have made.

 
EYFS Curriculum Cycle A 2020-2021

EYFS Curriculum Cycle B 2021-2022

 

For details about our phonics provision, click here

 

New Reception Starters

Click here for Induction Pack 2021

 

Useful Documents

Reception Baseline Assessment 

EYFS Statutory framework

Development Matters