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Hinde House

Early Years’ Curriculum

At Hinde House, we aim to provide a safe, nurturing environment which promotes the highest standard of education for our youngest pupils. Our Early Years team is committed to providing an environment will ensure our children are confident to speak, read, write and count. That our learning environment enables the children to learn independently and with others; in a variety of ways and places in an ambitious, creative and caring way. 

At two-years old children can join us in First Steps, they then transfer to our Nursery and are joined by other children, many of whom transfer into Reception. The children start in Reception full time at the beginning of the school year in which they turn 5 years old.

The aims of our EYFS curriculum

 Our aims are to develop young pupils who will:          

  • Recognise themselves as learners
  • Develop a love of reading
  • Communicate
  • Thrive – physically and mentally
  • Have patience and understanding

 

They will also be:

  • Confident
  • Responsible
  • Creative
  • Ambitious
  • Caring
  • Respectful
  • Happy

 

Throughout the curriculum, we try to instil the school’s five Core Values and 4Rs in all of our pupils.

How we implement our curriculum

Our practice is to model and explore with a clear focus on the development of our children’s vocabulary and voice.  We believe that this approach, with all its language, physicality and social interaction is what gives children the right and appropriate grounding for their educational journey. Exploration is our fundamental principle but alongside this, we also incorporate direct teaching times across each day to introduce and consolidate skills in phonics, language and literacy, mathematics and personal and emotional development. The direct teaching time increases as the children make their way through the phase as appropriate to the children’s age and supports the children to be ready for Year 1.

We have planned an exciting, enriched activity based on the world our children know and a world they are encouraged to discover.   We create a sense of opportunity and ambition, encouraging them to know that they can be anything they wish to be. We develop a sense of awe and wonder through creative ideas which involve the children and, as much as possible, are based on real life experiences. We look to provide opportunity which aims to foster children’s preferred learning styles and demonstrate the various characteristics of effective learning. We provide children with the opportunity to be explorers, be actively involved in their learning, as well, creative and critical thinkers through the planning of open-ended tasks. We aim to foster curiosity through carefully planned learning environments enabling children to demonstrate those key characteristics of effective learning. We value the importance of learning outdoors and discovering the elements as we learn through the seasons.

 

At Hinde House we ensure that our learning environments provide:

  • stimulating resources, relevant to all the children’s cultures and communities
  • rich learning opportunities through play and playful teaching
  • support for children to take risks and explore

 

We also know that parents are children’s first and most enduring educators and we value being partners with them in their child’s education. We look to forge positive relationships with parents to enable us to support learning both at home and school. We share the children’s learning through a range of ways including; teacher/parent meetings, sharing portfolios and workbooks, praise pads and through celebration assembly the children  have a chance to share in each other’s success – at these occasions our ‘Stars Of The Week’ are rewarded with a book of their choice.  We give our children every opportunity to achieve their best by taking account of their range of life experiences when planning for their learning. We value the diversity of individuals within the school and do not discriminate against children because of differences. All children at Hinde House Primary School are fairly treated regardless of race, religion or abilities. All children and their families are valued within our school.

 

Children are continually assessed through planned and spontaneous observations, photographs, videos and information both parents and teachers share via Class Dojo.  Our parents are continually informed of our learning intentions and we upload learning moments to the children’s portfolios. Parents are also able to look through the children’s class books at our parents’ evenings during the Autumn and Spring terms. This information is used by the class teacher to assess children’s attainment against the Early Learning Goals.

 

Here at Hinde House, we hold high regard for the well-being of all our pupils. We ensure our pupils are ready to access learning through the assessment of their level of well-being and involvement. We then provide opportunities for children to develop this, including the notion of belonging, coping, core self and resilience.

 

The impact of our curriculum

Our EYFS curriculum provides a sustained high quality, well planned and progressive curriculum for the unique child. The repetition of key themes allows the children to reflect upon and develop their learning; we know that by recurring these themes across the phase we are creating opportunities for the children to develop a stronger long-term memory. Because of the low starting points in the children’s vocabulary and experiences we underpin the delivery of our curriculum with a focus on language development, reading and ambition.  We aim to provide experiences they may not get within their home. We ensure our staff have good knowledge of child development to ensure this tracked clearly and everyone has a good understanding of the progress and attainment of our youngest learners.

 

The positive relationships between staff and children ensure that the children are self-confident, with a good degree of self-esteem and resilience. In addition to this, the children’s level of involvement ensures they are intensely engaged in activities which encourage deep level learning and development. This can be seen through the active learning environment which has a ‘buzz’ of learning as they ‘explore and get busy’.

 

Between specific observation points; staff regularly review pupil progress through pupil progress meetings, staff supervision meetings and moderation of children’s portfolios (both in school and across the trust). This ensures that all judgments of attainment are accurate and clear. All children’s progress is tracked, and attainment is closely monitored. By the end of the EYFS phase (end of Reception), all children will have had a completed Early Years Foundation Stage Profile (EYFSP) outlining their attainment across the phase, in line with the statutory guidelines. From this it is judged whether children are achieving at age related expectations and have achieved a ‘good level of development’ (GLD).