Adwick Early Years consists of Nursery and Reception classes. Children take part in learning opportuities
both inside and outside, through small group and independent learning.
We follow the DfE overarching principles of the EYFS:
- We respect and support every unique child and encourage them to be resilient, confident and self-assured
- We build positive relationships with pupils and staff alike.
- We provide an enabling environment that responds to individual interests and needs, to build on their learning over time
- We understand the importance of learning and development to support all pupils, regardless of background, need or ability. This is reflected in the Adwick Primary Character Values, which link to the Characteristics of Effective Learning.
It is important to remember that each child learns and develops at different rates. Our curriculum is split into seven areas. The first 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
The remaining four specific areas, through which the three prime areas are strengthened and applied, are:
• understanding the world
• expressive arts and design
By the end of the EYFS, the Reception year, pupils are expected to achieve their Early Learning Goals (ELG's).
Communication and Language
Listening, Attention and Understanding
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions
and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding; Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
Personal, Social and Emotional Development
Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
Work and play cooperatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others’ needs.
Gross Motor Skills
Negotiate space and obstacles safely, with consideration for themselves and others; Demonstrate strength, balance and coordination when playing; Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.
Fine Motor Skills
Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases; Use a range of small tools, including scissors, paint brushes and cutlery; Begin to show accuracy and care when drawing.
Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary; Anticipate – where appropriate – key events in stories; Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
Say a sound for each letter in the alphabet and at least 10 digraphs; Read words consistent with their phonic knowledge by sound-blending; Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
Write recognisable letters, most of which are correctly formed; Spell words by identifying sounds in them and representing the sounds with a letter or letters; Write simple phrases and sentences that can be read by others.
Have a deep understanding of number to 10, including the composition of each number; Subitise (recognise quantities without counting) up to 5; Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
Verbally count beyond 20, recognising the pattern of the counting system; Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity; Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Understanding the World
Past and Present
Talk about the lives of the people around them and their roles in society; Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; Understand the past through settings, characters and events encountered in books read in class and storytelling.
People, Culture and Communities
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
The Natural World
Explore the natural world around them, making observations and drawing pictures of animals and plants; Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
Expressive Arts and Design
Creating with Materials
Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function; Share their creations, explaining the process they have used; Make use of props and materials when role playing characters in narratives and stories.
Being Imaginative and Expressive
Invent, adapt and recount narratives and stories with peers and their teacher; Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music..
A parents guide to the Early Years
How to help your child at home
There are many ways that you can help your child at home. The easiest and most simple thing you can do is talk to your child and explore language together. Some really easy ways to do this are:
- Talk to your child when you are doing jobs, in the car, are out shopping, etc telling them what you are doing.
- Encourage the asking of questions to extend vocabulary.
- Talk about events in the past and future. Use photographs.
- Talk to your child about the seasons and the weather and observe the changes with them.
- Read stories to your child and share books.
- Encourage your child to observe that numbers are everywhere – house numbers, road signs, prices, television, number plates and buses
- Count items such as the stairs, toys, books, fingers, toes.
- Sing lots of Nursery Rhymes.
- Make up your own Nursery Rhymes.
If you feel that your child's speech needs further support then please speak to staff.
Click the link below for more tips and ideas
Getting ready for school
- Take your child for walks; play in the garden or the park.
- Help your child to use a knife and fork.
- Teach them how to do up zips and buttons.
- Independence - encourage children to peel their own fruit, put on their own coat and get dressed themselves.
- Allow your child to take risks and be aware of their own limitations.
- Show your child how to wash their hands effectively and talk about why this is important.
- Encourage your child to mix with other children and adults and to share their toys.
The documents below are not a requirement for starting school but they can be downloaded and printed to help pupils prepare for their start date.
You can always contact school if you feel you need further support. Alternatively, click the links below to see what other support there is for families in Doncaster.