Early Years at Nash Mills

At Nash Mills CofE Primary School, we offer a curriculum rich in wonder and memorable experiences. We work hard to provide a stimulating environment that provides exciting opportunities, promotes challenge, exploration, adventure and a real love of learning.  

It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment which values all cultures, communities and people. We aim for our children to be confident and independent, to believe in themselves and interact positively with others. 

We understand that play is an integral part of learning and this is at the heart of our early years curriculum. We believe that the correct mix of whole class teaching, adult directed group work, adult directed 1:1 work and uninterrupted child-initiated play ensures the best outcomes for pupils. 

Warm and positive relationships between staff and children, consistent routines and strong relationships with parents are key.  We recognise the crucial role that early years education has to play in providing firm foundations upon which the rest of a child’s education is successfully based.

Our aims are:

• To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
• To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
• To create an indoor and outdoor environment which supports learning.
• To prepare children to reach the Early Learning goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.
• To support transition into KS1.

Our curriculum is based on statements from Development Matters (2020) but also includes Wellcomm, Letters & Sounds phase 1, Read Write Inc, Herts Essential Maths, Jigsaw, RE Today, NELI and children’s interests.

We have half termly topics on a 2-year rotation. Some mini topics are included in both years, for example Seasons, Harvest, Christmas, and Easter.

We also have a list of non-negotiables; things that we will support all pupils to achieve by the end of their time in Early Years.   These are:

• Managing clothes including shoes (not laces) and coat.
• Go to the toilet, wash hands, turn the tap on and off and put the paper towel in the bin.
• Self-manage snack and a drink.
• Hold a pencil in a pincer grip with enough pressure to trace straight and curved lines.
• Recognise and write name and say the sounds in the name.
• Cut along a straight line using a pair of scissors with thumb on top.
• Play a board game, taking turns, recognising how many dots are on the dice by subitising and moving that many by counting.
• Reflecting our Good Samaritan school ethos, be kind and help others.

Impact

Our curriculum and its delivery ensure that children, from their own starting points make good progress. Children in our early years, arrive with a wide variety of starting points. During their time with us children make rapid progress towards the national expectation for a good level of development at the end of Reception. Pupils also make good progress toward their age-related expectations both academically and socially, developing a sense of themselves before transitioning into Year One.

Children develop their characteristics of learning and are able to apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children are confident to take risks and discuss their successes and failures with peers and adults drawing on their experiences to improve or adjust what they are doing.

We believe our high standards are due to our carefully planned environment, enriched play-based curriculum, quality first teaching and the rigour of assessment.

Impact is assessed based on the statements from Development Matters (2020) for Nursery (3 – 4years) and Reception.  In Reception, children are also assessed using the Reception Baseline Assessment in September and the Early Learning Goals within the Foundation Stage Profile in June.

Our curriculum is reviewed annually to ensure relevance and to ensure the voices of our pupils, parents, staff and governors are heard.