In Reception, children follow the Early Years Foundation Stage.
Our early years setting follows the curriculum as outlined in the 2021 statutory framework of the EYFS.
The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.
These are the prime areas:
- communication and language
- physical development
- personal, social and emotional development
WHF also supports children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
- understanding the world
- expressive arts and design
Four guiding principles shape practice in WHF’s early years settings. These are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
- children learn to be strong and independent through positive relationships
- children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
- importance of learning and development. Children develop and learn at different rates, including children with special educational needs and disabilities (SEND).
Children are taught phonics using 'Little Wandle Letters and Sounds Revised' a complete systematic synthetic phonics programme validated by the Department for Education. Phonics is taught in daily discreet lessons. The skills children learn are then applied in every aspect of the curriculum.
Assessment at the start of the reception year – the Reception Baseline Assessment (RBA)
The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts reception. It is carried out by the class teacher following training from the DFE’s Reception Baseline Assessment Portal.
At White House Farm Primary School, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Teachers also take into account observations shared by parents and/or carers. The online assessment portal Tapestry is used to allow for up-to-date sharing of information between practitioners and home.
In the final term of the year in which the child reaches age five, and no later than 30 June in that term, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’).
The profile reflects ongoing observations and discussions with parents and/or carers. The results of the profile are then shared with parents and/or carers.