Intent - 

At Carlton Vale the Early Years Foundation Stage is a safe and happy place to learn, work and play.  In partnership with families the team are fully committed to providing an engaging and enriching curriculum.  Children are guided on a nurturing journey enabling them to become more confident, inquisitive, imaginative and empathetic learners.  The fully inclusive and personalised curriculum promotes independence and encourages children to embrace challenge and to persevere. Our young learners understand the importance of respect and British Values.  We believe there are no limits to what children can achieve.  With determination, hard work and a positive attitude anything is possible.

We 'Grow Together, Achieve Together'. 



Implementation - 

The EYFS follows the Early Years Statutory Framework for the Early Years Foundation Stage. This Framework specifies the requirements for learning and development in the Early Years.

Through a well organised, stimulating environment, the children will organise their own play and will demonstrate positive characteristics of effective learning – playing and exploring (engagement), active learning (motivation) and creating and thinking critically (thinking).

We plan a broad and balanced curriculum that values children’s prior learning and cultural backgrounds.  We plan child initiated topics that incorporate our school's core values.

Our carefully planned lessons aim to capture the children’s attention and imagination and create a sense of awe and wonder. We listen to children’s ideas, assess what they already know about a topic/subject and question what they would like to learn.   Topics and learning opportunities are selected according to the children’s own interests.  They build on children’s prior learning, skills and knowledge.  Communication and Language, Physical Development and Personal, Social and Emotional Development are at the heart of all learning. Topics are planned to ensure appropriate depth and challenge.

Impact - 



We use both formative and summative assessments to inform medium term and weekly planning for our younger children.  We start with a baseline assessment at the beginning of the school year. Assessment information is also used at half termly Pupil Progress meetings to inform next steps.  Target children are identified and intervention planned and implemented.  Assessment data is submitted termly using Insight and achievement and progress of groups of learners is analysed.  Lesson observations, book scrutinies, learning walks and pupil/parent/staff voice are all used to monitor and evaluate the teaching and learning in EYFS.