New Swannington Primary School

EYFS Open Evening

2014

What is this evening about?

• What is the EYFS?

• What is the EYFS curriculum?

• How is my child assessed?

• What is expected of my child by the end of their Reception year?

• What can I do to help?

What is the EYFS?

The Early Years Foundation Stage (EYFS) refers to all provision available to children between birth and 5.

All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident that their child will receive a quality experience that supports their development and learning.

What is the EYFS curriculum?

The Foundation Stage Curriculum is new and is now divided in to 7 areas of learning anddevelopment, 3 prime and 4 specific;• Personal, Social and Emotional Development• Physical Development• Communication and Literacy• Literacy• Mathematics• Understanding the World• Expressive Arts and Design

Personal, Social and Emotional Development

Physical Development

Communication and Language

Literacy

Mathematics

Understanding of the World

Expressive Arts and Design

Child Development

The Early Years Foundation Stage requires early years practitioners to review children’s progress and share a summary with parents at two points•Between the ages of 24 months and 36 months•At the end of Reception via the EYFS profile ‘What you should be observing a child doing at each stage, if they are developing typically for their age’ All children are different and to reflect this age ranges have been overlapped in the EYFS to create broad developmental phases. This emphasizes that each child's progress is individual to them and that different children develop at different rates. A child does not suddenly move from one phase to another, and they do not make progress in all areas at the same time.

What we will report on at the end of the year?

• An attainment card showing if your child is working below, at or above the expected level of development in each area

• A comment on your child as a learner

• A Head teacher comment

• A reply slip for you and your child to comment

Playing and exploring – engagementFinding out and exploringPlaying with what they knowBeing willing to ‘have a go’

Active learning – motivationBeing involved and concentratingKeeping tryingEnjoying achieving what they set out to do

Creating and thinking critically – thinkingHaving their own ideasMaking linksChoosing ways to do things

Teacher’s Comments

What is ‘at national expectations?’

In Personal, Social and Emotional Development Making Relationships

Children play co-operatively, taking turns with others. Theytake account of one another’s ideas about how to organisetheir activity. They show sensitivity to others’ needs andfeelings, and form positive relationships with adults andother children.Self Confidence and Self awarenessChildren are confident to try new activities, and say whythey like some activities more than others. They areconfident to speak in a familiar group, will talk abouttheir ideas, and will choose the resources they need fortheir chosen activities. They say when they do or don’tneed help.Managing Feelings and BehaviourChildren talk about how they and others show feelings,talk about their own and others’ behaviour, and itsconsequences, and know that some behaviour isunacceptable. They work as part of a group or class,and understand and follow the rules. They adjust theirbehaviour to different situations, and take changes ofroutine in their stride.

In Communication and LanguageListening and attentionChildren listen attentively in a range of situations. Theylisten to stories, accurately anticipating key events andrespond to what they hear with relevant comments,questions or actions. They give their attention to whatothers say and respond appropriately, while engaged inanother activity.UnderstandingChildren follow instructions involving several ideas oractions. They answer ‘how’ and ‘why’ questions abouttheir experiences and in response to stories or events.SpeakingChildren express themselves effectively, showingawareness of listeners’ needs. They use past, presentand future forms accurately when talking about eventsthat have happened or are to happen in the future.They develop their own narratives and explanations byconnecting ideas or events.

Physical DevelopmentMoving and handlingChildren show good control and co-ordination in large and small movements.They move confidently in a range of ways, safely negotiating space. Theyhandle equipment and tools effectively, including pencils for writing.Health and Self-CareChildren know the importance for good health of physicalexercise, and a healthy diet, and talk about ways to keephealthy and safe. They manage their own basic hygieneand personal needs successfully, including dressing andgoing to the toilet independently.

Literacy ReadingChildren read and understand simple sentences. Theyuse phonic knowledge to decode regular words and readthem aloud accurately. They also read some commonirregular words. They demonstrate understanding whentalking with others about what they have read.

WritingChildren use their phonic knowledge to write wordsin ways which match their spoken sounds. They alsowrite some irregular common words. They write simplesentences which can be read by themselves andothers. Some words are spelt correctly and others are phonetically plausible.

Writing examples

Mathematics

NumbersChildren count reliably with numbers from one to 20,place them in order and say which number is one moreor one less than a given number. Using quantities andobjects, they add and subtract two single-digit numbersand count on or back to find the answer. They solveproblems, including doubling, halving and sharing.Shape, space and measuresChildren use everyday language to talk about size,weight, capacity, position, distance, time and money tocompare quantities and objects and to solve problems.They recognise, create and describe patterns. Theyexplore characteristics of everyday objects and shapesand use mathematical language to describe them.

Understanding of the World People and communitiesChildren talk about past and present events in their ownlives and in the lives of family members. They know thatother children don’t always enjoy the same things, andare sensitive to this. They know about similarities anddifferences between themselves and others, and amongfamilies, communities and traditions. The worldChildren know about similarities and differences inrelation to places, objects, materials and living things.They talk about the features of their own immediateenvironment and how environments might vary fromone another. They make observations of animals andplants and explain why some things occur, and talk aboutchanges.TechnologyChildren recognise that a range of technology is used inplaces such as homes and schools. They select and usetechnology for particular purposes.

Expressive Arts and DesignExploring and using media and materialsChildren sing songs, make music and dance, andexperiment with ways of changing them. They safely useand explore a variety of materials, tools and techniques,experimenting with colour, design, texture, form andfunction.Being imaginativeChildren use what they have learnt about media andmaterials in original ways, thinking about uses andpurposes. They represent their own ideas, thoughtsand feelings through design and technology, art, music,dance, role play and stories.

How can I help?

• Read at home (both to and listen)• Talk lots and listen even more!• Take advantage of everyday

situations• Complete home observation sheets• Complete homework tasks• Remember all children are unique

and are supposed to be!

Questions