At St Teresa’s Primary School, the Catholic faith underpins every aspect of the curriculum and is at the centre of our learning. Children are actively encouraged to ‘Build God’s Kingdom.’
Our intent is to serve the needs of all the children in our care and to nurture the religious, spiritual, moral, social and cultural development of all our pupils. Through engaging, practical and integrated activities, children are given the opportunity to learn more about themselves, other people and the world around them. We offer a curriculum rich in wonder, memorable experiences and promote challenge, exploration, adventure and a real love of learning.
We want our children to be independent, to believe in themselves and “Grow in friendship” with others.
We believe that play is an integral part of learning and this is at the heart of our early years curriculum.
We recognise the crucial role that early year’s education has to play in providing firm foundations upon which the rest of a child’s education is successfully based.
. To develop the unique child – developing resilient, capable, confident and self-assured individuals.
. To build positive relationships – supporting the children in becoming secure and independent.
. To create enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child.
. To encourage playing and exploring – children investigate and experience things, and ‘have a go’
. To plan for active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
. To provide opportunity for creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
. To ensure the best for every child- provide high quality care that is inclusive, every child deserves equal chance of success.
. To focus on closing the vocabulary gap– support for speech and language, using buy in SALT and WellComm. Monitoring, intervention and assessment.
. To promote teaching and learning to ensure a positive attitude and a readiness to learn-plan suitably challenging activities and experiences to extend learning and achievement in line with a mastery teaching approach.
We meet the welfare requirements laid down in the Statutory Framework for the Early Years Foundation Stage and actively safeguard and promote the welfare of all of our children.
Through the prime and specific areas of learning we provide opportunities that excite and engage children in their learning, building on own interests and developing their experiences of the world around them. We recognise that all children come into our Nursery with varied experiences and all staff have ambitious expectations for all children in our EYFS.
Our curriculum is taught through topics which are enriched with classroom enhancements and experiences. Topics are supported by quality key texts. These are chosen carefully to encourage children’s speech, language, and communication development. All planning, however, is flexible and responsive to children’s needs so plans can be changed and adapted dependent on children’s interests.
Classroom teaching is a balance between Child led and Adult led with a mixture of free play, adult-guided, playful learning, and direct teaching.
We recognise the importance of creating an enabling environment-The Emotional Environment – the atmosphere of a setting and how it feels. The Indoor Environment – the resources available in the indoor space, how they are accessed and how activities are led. The Outdoor Environment – the resources available in the outdoor space, how they are accessed and how activities are led.
Pupils have opportunities to share their learning with their parents and carers through Target Tracker where regular observations are shared. Parents are invited in to share their child’s learning journey books with them, talk about their learning and leave positive comments. Our partnership with parents is key, we have parent’s meetings, home visits, workshops, and the opportunity for parents to spend time within our EYFS setting for stay and plays.
We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to reach the Early Learning Goals at the end of Reception and to be at least in line with National Expectations.
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.
Staff put the child at the centre of all we do- we observe, look, listen, and note. We assess through our observations, analysing them to identify how the children are progressing, inform planning and identifying next steps. Children are assessed in relation towards Development Matters and the Early Learning Goals.
Evidence in the children’s learning journeys and on Target Tracker support all areas of the EYFS curriculum. We moderate our assessment judgements in school, within our local cluster and local authority.