|Children enter Foundation Stage typically below expected levels for their age. Difficulties with Communication and Language and Personal, Social and Emotional Development are highlighted when baselines are completed. As a result of children having varying pre-school experiences and lack of highly stimulating experiences before entering school, this has an impact on development.|
Due to this, school provides a curriculum which focuses heavily on developing children’s Communication and Language and Personal, Social and Emotional Development skills during the first term. Alongside this, topics are selected to meet the needs of the children and build on their prior knowledge and the progress they make. Termly topics allow children to deepen and practice skills taught and ensure language and new vocabulary is embedded.
To ensure all children make progress in Communication and Language, the school has a Communication Champion and a play based Teaching Assistant who targets vulnerable groups and ensures interventions are in place for children with delayed Speaking and Listening skills, play skills or those at risk of not achieving expected levels. The speech and language interventions support Phase 1 of Letters and sounds and ensure children are ready to access Phase 2 of Letters and sounds sooner than previously delivered. This will impact on the outcomes for children within both Communication and Language as well as Literacy – Reading and Writing.
A balance of teacher led and child initiated learning is in place to allow children to learn new skills, then practice and deepen knowledge and understanding within the classroom’s continuous provision. The continuous provision and environment is enhanced to support the current topic, the children’s interests and to meet the needs of the cohort. Emphasis is placed on developing children’s vocabulary and this forms part of the Weekly and Medium Term Plans where key vocabulary and knowledge is explicitly taught.
Topics, wow moments, trips and weekly Forest School sessions enable children to have the opportunity to gain first-hand experiences. These experiences motivate and stimulate learning, along with develop imagination and a thirst for learning which builds on the eagerness the children display on entry.
All seven areas of learning are planned for and again reflect the interests and sequence of learning needed to ensure skills and knowledge are embedded and committed to children’s long term memory.