Leaders plan and deliver a progressive curriculum that gives children the knowledge, skills and self-belief, in order for them to ‘succeed’ throughout their lives, particular attention is paid towards the most disadvantaged children.
Teachers’ knowledge of what children can do ensures that planning is clear and built around children’s needs, enabling children to succeed. The curriculum is fully inclusive of all children i
ncluding SEND pupils and the most vulnerable.
Speaking and Listening continues to be a focus in EYFS. We make new knowledge ‘sticky’ through careful introduction and repeated application in a variety of contexts across the curriculum. Children are nurtured to develop good communication skills, these are evident within Mathematics through reasoning and questioning. We use ‘Word Aware’ techniques to improve children’s vocabulary. Children are ‘typically’ working within or beyond phase 3 in Phonics and are secure with the first 10 digraphs in Letters and Sounds by the end of EYFS. Children are encouraged to apply their phonic knowledge in the wider curriculum. The majority of children go onto become confident and fluent readers making good progress
through the book bands.
Children are taught Phonics through a synthetic phonics programme which is systematic and ensures in a ‘typical’ school year that children are able to read words and phonetically decodable sentences by the end of EYFS.
Scaffolding learning and hierarchical questioning enables most children to achieve ‘the same academic outcomes’, within mathematics for example we use planned steps to enable children to progress to solving written problems, and follow the concrete, pictorial, written method.
