Structure of the EYFS

Whitleigh Primary School’s Nursery and Pre-School is a high-quality, happy, and caring provision catering for children from two to four years of age. Our Early Years Unit provides a nurturing, stimulating, and inclusive environment, where children develop confidence and a love of learning through play and well-planned educational experiences.

Nursery (2-Year-Old Provision)

• Capacity: up to 10 pupils
• Sessions available:

• Part-time: 15 hours (5 mornings or 5 afternoons per week)
• Full-time: 30 hours (all day sessions)

*Full-time or part-time spaces subject to eligibility and availability

• Session times:
  • Morning: 8:45am – 11:45pm
  • Afternoon: 12:15pm – 3:15pm
  • Full day: 8:45am – 2:45pm (Packed lunch required)

Pre-School (3- and 4-Year-Old Provision)

• Capacity: 26
• Sessions available:
  • Part-time: 15 hours (5 mornings or 5 afternoons per week)
  • Full-time: 30 hours (all day sessions)
• Session times:
  • Morning: 8:45am – 11:45pm
  • Afternoon: 12:15pm – 3:15pm
  • Full day: 8:45am – 2:45pm (Packed lunch required)

*Full-time or part-time spaces subject to eligibility and availability

*For children attending a full-day session, parents have the option to add a short top-up session from 2:45pm to 3:15pm for an additional charge.
If you are interested, please contact the school office for more details.

Curriculum

Our early years setting follows the curriculum as outlined in the latest EYFS statutory framework.

The EYFS framework includes 7 areas of learning and development that are equally important and  inter-connected. 3 areas, known as the prime areas, are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas are:

· Communication and language

· Physical development

· Personal, social and emotional development

The prime areas are strengthened and applied through 4 specific areas:

· Literacy

· Mathematics

· Understanding the world

· Expressive arts and design

Planning

Our staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, staff working with the youngest children are expected to focus strongly on the 3 prime areas.

We follow a learning-through-play approach and support individual progress through a well-established Key Worker system. Each child’s learning journey is personalised and monitored to ensure they are thriving and developing the skills they need to transition confidently into Reception.

Staff also take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.

In planning and guiding children’s activities, staff reflect on the different ways that children learn and include these in their practice.

Teaching

Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

Our team consists of Qualified Teachers, Early Years Practitioners, and Teaching and Learning Assistants, all of whom receive high-quality professional development. The Nursery and Pre-School are located within our purpose-built Early Years Unit and benefit from well-resourced indoor and outdoor learning areas tailored to each age group.

Assessment

At Whitleigh community Primary school, ongoing assessment is an integral part of 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. Staff also take into account observations shared by parents and/or carers.

When a child is aged between 2 and 3, staff review their progress and provide parents and/or carers with a written summary of the child’s development in the 3 prime areas. This ‘progress check’ highlights the areas in which a child is progressing well and the areas in which additional support is needed.

Within the first 6 weeks when a child starts reception, staff will administer the Reception Baseline Assessment (RBA).

At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:

· Meeting expected levels of development

· Not yet reaching expected levels (‘emerging’)

The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child.

The profile is moderated internally (referring to the Development Matters guidance) and in partnership with other local and Greenshaw Learning Trust schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.

Working with parents and carers

We recognise that children learn and develop well when there’s a strong partnership between staff and parents and/or carers.

Parents and/or carers are kept up to date with their child’s progress and development. The progress check and EYFS profile help to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities. Parents evenings are also scheduled throughout the year.

Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents and/or carers in guiding their child’s development at home. The key person also helps families to engage with more specialist support, if appropriate.

Safeguarding and welfare procedures

Covered in the school Safeguarding Policy