Our Lady of Mount Carmel RC Primary School

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NURSERY

Curriculum

At Our Lady of Mount Carmel, we have carefully designed a curriculum that is child centred and promote the development of independent, curious and life-long learners.   Our curriculum is designed to follow the EYFS Statutory Framework curriculum 2021 and is further guided by a document called ‘Birth to Five Matters’ that sets out the learning, development and assessment requirements for all children until the end of their Reception year. The EYFS framework has never prescribed a particular teaching approach and the new framework holds true to this value.  Our philosophy of early year’s education remains the same with play and well-being at the heart of everything we do.

There are 4 key principles that underpin our practice in the EYFS at Our Lady of Mount Carmel Primary School:

A Unique Child
We recognise that all children are different. We identify and celebrate their strengths and support their areas for development.

Positive Relationships
Our pupils interact well with each other and with the adults in the school. We encourage parents to be involved with their child’s education.

Enabling Environments
Our indoor and outdoor areas encourage exploration, investigation, and independent learning. Our displays and resources are well maintained and reflect current learning.

Learning and Development
Pupils achieve well and make good progress from their starting points. Learning is playful, practical, and purposeful and builds upon prior attainment. Our children enjoy coming to school.

Yearly Overview

 

At Our Lady of Mount Carmel, we use topic planning to promote the progression of age appropriate learning and skills in Nursery and Reception. However, these topics and activities can change as we follow the interests of our children.

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 Nursery-Yearly-Overview-2021-22-.pdfDownload
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Progress Model

Progress models provide us with a toolkit for moving children’s learning on, at an age appropriate pace. They also help us to design a rich and balanced curriculum, which shows clear progression from Nursery to Reception and into KS1. Click on the document below to take a closer look.

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 Progression.pdfDownload
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Assessment

There are assessments when a child is aged between 2 and 3 years and at the end of the academic year when they turn 5. These are not tests for the child – the assessments are based on EYFS practitioners’ observations. Information from these assessments is used for parents, practitioners and teachers to support children’s learning and development.

EYFS Profile

In the final term of Reception, a profile will be completed for your child. This provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. Throughout their time in Nursery and Reception, the children will be observed and assessed through their play in order to gain insights and make reasonable judgements against the early learning goals at the end of Reception. We will use the terms ‘emerging’ or ‘expected’ to describe our judgements, under the new guidance the term ‘exceeding’ has been removed.

For more information please click the links for the below documents:

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 Statutory-framework.pdfDownload
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This document outlines the standards for the learning, development and care of children from birth to 5 years old. 

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 Birthto5Matters-download.pdfDownload
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Birth to 5 Matters is non-statutory guidance which we use to support our implementation of the Statutory Framework for the Early Years Foundation Stage. 

Outdoor Play

Outdoor provision is a big part of Early years. 

The Department of Educations Statutory framework for the EYFS clearly states on page 28 3.58 states:

3.58 Providers must provide access to an outdoor play area or, if that is not possible ensure that outdoor activities are planned and taken on a daily basis(unless circumstances make this inappropriate, for example unsafe weather conditions). Providers must follow their legal responsibility under the Equality Act 2010 (for example, the provisions on reasonable adjustments).

We offer outdoor continuous provision  because it:

  • Supports the development of healthy and active lifestyles.
  • Offers children opportunities for physical activity, freedom and movement.
  • Promotes a sense of confidence and well-being.
  • Provides opportunities for developing harmonious relationships with others, through negotiation, taking turns and cooperation.
  • Supports those children who learn best through activity or movement.
  • Provides safe and supervised opportunities for children to experience new challenges, assess risk and develop the skills to manage difficult situations.
  • Supports children’s developing creativity and problem-solving skills.
  • Provides rich opportunities for imagination, inventiveness and resourcefulness.
  • Gives children contact with the natural world and offers them unique experiences, such as direct contact with the weather and seasons.

Prepare For All Weathers

We offer outdoor play in all weathers. If we do judge that the weather is too extreme we wouldn’t open the doors. We do look at the safety and check our area daily. To make sure that your child is able to enjoy all of this in a safe and comfortable manner please can you ensure that they are appropriately dressed for school. You are more than welcome to keep a pair of wellies in school in case it rains or snows, but please put your child in a waterproof coat. Please can you also bring them in wearing hats, scarfs and gloves. In the summer please ensure that they have sufficient sun-cream on and also a sun hat.

Parent Toolkit

Learning through play

Becoming a Talker

Becoming a Thinker

Ask A Question

If you ever have any questions on the EYFS please don’t hesitate to ask a member of our team. All of our team are EYFS trained.