Early Years Curriculum

On entry to early years (Nursery and Reception), the children experience the Early Years curriculum. This can be viewed at www.education.gov.uk/schools/teachingandlearning/curriculum/a0068102/early-years-foundation-stage-eyfs

Focus-Trust Position Statement on Curriculum and British Values 

Here are the overviews for the Autumn Term:

Nursery Curriculum Spring 2018

Reception Curiculum Spring 2018

Nursery Curriculum Summer 2018

Reception Curriculum Summer 2018

The Early Years curriculum covers the following areas:

Prime areas
• Personal social and emotional development • Communication and language
• Physical development

Specific areas
• Literacy
• Mathematics
• Understanding of the world
• Expressive arts and design

At Coppice these areas are taught in a cross curricular way.

 

Coppice Early Years Mission Statement

At Coppice we believe

  • Children are at the centre of their learning.
  • Children are excited and eager to learn.
  • Parents have a vital role to play in the education of their children.
  • Parents are encouraged to work with the school to enable their children to develop and progress.
  • All children are treated equally and have opportunities to engage in all activities at their own appropriate level.
  • Children learn a great deal from the outdoor environment and have the opportunity to explore and develop skills in this environment whenever possible.
  • Outdoor learning is essential for developing life skills.
  • Children develop at their own unique rate and this is fostered and encouraged.
  • Cultural diversity is celebrated and valued.
  • A positive start to every day is vital for successful learning.
  • Children are physically active throughout the day at different times.
  • Children are independent but safe, carefree but aware and able to solve problems amicably.
  • Confident and competent communicators.

In order to ensure this happens we

  • Plan topics around the children’s interests using a challenge curriculum.
  • Provide WOW experiences linked to our topics.
  • Run workshops for parents to attend – reading, writing, maths, homework, etc.
  • Engage parents before their children start school in programs like the REAL Project.
  • Support parents with supporting their child in their work at school.
  • Provide forest school activities for children to develop life skills.
  • Provide an outdoor learning environment for children to plan and do physical activities linked to their own interests.
  • Celebrate festivals represented within the school community.
  • Focus on similarities between religions represented at school, rather than differences.
  • Employ a variety of interventions with children in order to ensure they experience an appropriate, supportive structure to their learning.
  • Encourage children to speak in English and in Mother Tongue, valuing using their home language as well as English.
  • Assess children in Mother Tongue as well as in English to get a true picture of their needs and to support their learning.
  • Encourage children to sing and sign in order to develop confidence and communication skills. (Hands and Voices sessions)
  • Invite children to early morning clubs like Breakfast Club and Early Morning Readers to enable children to come in confident and ready to learn.
  • Invite new children into school for stay and play sessions to ease the transition into the new setting for them.
  • Make home visits to our new to school children prior to them starting at Coppice.
  • Dedicate a week to ‘transition’ for children at the end of the school year to enable them to remember a positive experience of life in their new class, ready for September.
  • Employ coaches and PE trainers to teach the children different physical skills – dance, small apparatus, games skills.
  • Send homework home in a home learning log for parents and children to work on together.
  • Celebrate parents’ efforts to support their children’s home learning with certificates for effort half termly.
  • Encourage KS2 children to support FS children during dinnertimes, encouraging them to play in a kind, exciting and supportive way, modelling good behaviour and conflict resolution skills.
  • Provide positive models of language and high expectations of their use.