The Early Years Foundation Stage (EYFS) starts when children begin Nursery and continues to the end of Reception. It is a hugely important stage of a child’s education. Children’s brains are developing rapidly and a high quality Early Years education plays a vital role in helping children to learn and develop – mentally, emotionally, socially and academically.
In Early Years at The Winns, we promote creativity and independence while giving children the opportunities to be imaginative and critical thinkers. We strive to help children develop confidence and independence and develop a positive attitude to learning. Creativity, exploration and investigation are encouraged and thorough these skills children develop their imaginations, increase their understanding and improve their language skills. Through child -initiated play and adult-focused activities children learn important early mathematical, linguistic and scientific concepts. They are also acquiring social skills through their interactions with others.
We provide a happy, caring atmosphere where children feel safe and can develop and learn. We promote high standards of behaviour and help children to understand their own and each other’s feelings. Children learn to care for and respect themselves and others, to be sensitive to the needs and feelings of others and to begin to develop an awareness of inequalities associated with race, gender and ability. We work closely with parents and carers as we believe that a child’s learning and achievement is something we should all be a part of.
The School Day
During the day, children engage in purposeful play and exploratory activities. Each day is planned to provide a range of experiences and activities that encourage independent thinking and choosing, as well as developing children’s communication and social skills when working alongside peers. Children often work in small focussed groups with an adult, come together for short periods of time as a larger group for stories, music sessions and short teaching input sessions led by a teacher. They spent lots of time outdoors where they develop their gross motor skills, build friendships and use their imaginations and engage in messy play.
Overarching principles of the EYFS
Four guiding principles shape practice in early years. These are:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
- children learn to be strong and independent through positive relationships;
- children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;
- children develop and learn in different ways and at different rates.
The Early Years Foundation Stage curriculum is made up of seven areas of learning:
The Prime areas are fundamental and work together, and filter through all other areas to support development:
- Personal, social and Emotional Development
- Communication and Language
- Physical Development
The Specific areas include essential skills and knowledge for children to participate successfully in society:
- Understanding the World
- Expressive Arts and Design
Please have a look at our EYFS Yearly Overviews on the Nursery and Reception pages to see what themes and books we are covering over the year.
Emotional Regulation Posters
This poster series is designed to be used with children from roughly one year old (whenever they start experiencing big emotions) and older to build emotional intelligence, body awareness, and healthy emotional regulation skills. All children are different and develop at their own pace, so let your child’s developmental pace be your guide in how you use these. These Posters are also an excellent resource for nonverbal children who are developmentally capable of identifying their emotions and perhaps even their needs but haven’t yet developed a way to communicate using their voice or sign language. They also happen to be an excellent resource for parents who are new to emotional regulation.