Pre-Prep Early Years Foundation Stage
In the Early years Foundation Stage (EYFS) at Blundell’s Preparatory School our aims are: -
- to support children to make a planned, confident transition from home to school
- to provide a happy, caring, safe and secure environment for learning
- to plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
- to support children to become competent and confident learners so they are able to reach their full potential
- to provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
- to foster positive home school links with parents and other care providers.
We follow The Early Years Foundation Stage Curriculum which came into effect in September 2012. This framework is a means of ensuring high standards of early education and care that will reassure parents that their child’s development is being fully supported.
The first stage of the EYFS curriculum begins at Blundell’s Preparatory School when children enter Nursery and continues until the end of the Reception year (Kindergarten). The EYFS underpins all future learning by supporting and fostering the children's personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning in the children and promotes learning through play.
The Early Years Foundation Stage is divided into the following areas of learning.
Personal, Social and Emotional Development
- Making relationships
- Self-confidence and self-awareness
- Managing feelings and behaviour
- Moving and handling
- Health and self-care
Communication and Language
- Listening and attention
- Shape, space and measure
Understanding the World
- People and communities
- The world
Expressive Arts and Design
- Exploring and using media and materials
- Being imaginative
At Blundell’s Preparatory School during the EYFS these areas of learning are covered through a variety of topics, which are listed below. Much emphasis is put on cross-curricular activities so one activity is likely to cover a range of learning. For example children building with bricks may cooperate together to carry the bricks, the children might negotiate the best place to put them and compare the size of different bricks. Therefore, they may be developing language, mathematical, physical, personal and social competencies through this one activity.
We plan our curriculum by providing a starting interest for children and then weekly planning develops in line with children’s progress and interests. We use observations of children’s learning and achievements to inform planning. Planning is differentiated throughout our Early Years and activities are planned to aid smooth transitions continuity and progression. Curriculum planning is continually monitored for quality, relevance and effectiveness. Planning meetings take place to discuss and evaluate teaching objectives and outcomes and this is then fed into future planning.