Meet the EYFS Team
Mrs Woolley
EYFS Leader |
Ms Rafiuddin
Owl Class Teacher Key Worker |
Mrs Kanji
Hedgehog Class Teacher Key Worker |
Mrs Baker
EYFS LSA |
Mrs McQuillan
EYFS LSA |
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Our Vision and Aims:
At GLPS, we provide a happy, safe and secure learning environment to enable all children to make progress. Our aim is to work in partnership with you so that together we can provide the best start to your child’s school life. We treat every child as a unique individual and provide learning experiences in a language rich environment, which allows each child to build on their own wants, needs and interests. Praise is at the centre of our ethos with an aim to build confidence and resilience in our young children. We also promote independence in our children to encourage them to follow their own goals in their learning. We hope that pairing this with high expectations will encourage all children to have high aspirations. We value the importance of outdoor learning and therefore we have invested in our outdoor classroom. We offer children the opportunity to develop their thinking and problem solving skills, as well as their language and gross motor skills through a range of different equipment and high quality interactions with our adults. Our brand new trim trail helps build our children’s physical development and gross motor skills and allows children to take risks to build their confidence. Our bikes and scooters help promote balance and coordination, as well as sharing equipment and negotiating turn taking, which are all important skills for our children to develop. We visit forest school once a week, whatever the weather, to give children freedom, time and space to learn and demonstrate independence. Our indoor and outdoor environment supports our children to be engaged in purposeful play of their own choice and interests. We have dedicated areas of learning including construction, small world, role-play, sand, water, maths, literacy, creative and fine motor skills areas to name a few. Our children also have access to any resources on our open shelving units so they have the opportunity to return to their learning and build on it over the year. We have two Reception classes at GLPS, however, EYFS work as a shared team in a shared environment, getting to know all children equally. This allows for greater high quality interactions between children and adults in the moment, when a child is engaged in their learning. Our adults assess situations and are ready and available to listen, communicate, explain, demonstrate, question and move learning on appropriate to each individual child. At GLPS, we want every child to enjoy coming to school and have a love for learning that will continue with them throughout their school life. For more information, or to book in a tour, please contact the school office on 01908 605027. |
Further information:
Induction Information |
EYFS Reforms
The government has made some reforms to the curriculum that early years children experience from birth to five years old. These national changes have been made to better support all young children's learning and development, focusing especially on communication and language.
The areas of learning and development which shape the Early Years Curriculum include the activities and experiences your child will have during their time in Early Years. At Great Linford Primary School, we have worked hard to incorporate the new educational programmes to create an exciting and engaging curriculum for our children in our setting.
The seven areas of learning and development remain the same.
The three prime areas are:
The areas of learning and development which shape the Early Years Curriculum include the activities and experiences your child will have during their time in Early Years. At Great Linford Primary School, we have worked hard to incorporate the new educational programmes to create an exciting and engaging curriculum for our children in our setting.
The seven areas of learning and development remain the same.
The three prime areas are:
- communication and language
- physical development
- personal, social and emotional development
- literacy
- maths
- understanding the world
- expressive arts and design
The EYFS 2021 Statutory Framework - CLICK HERE
Home Learning - Term 5 - CLICK HERE
EYFS Curriculum Documents:
Home Learning - Term 5 - CLICK HERE
EYFS Curriculum Documents:
Partnership with Families
Research shows that supporting strong relationships between families and schools is a powerful way to improve children's educational, health and well-being outcomes. - Journal of Early Childhood, 2021.
To support your child at home, we encourage:
- reading daily with your child
- practicing high frequency word recognition
- name writing practice
- logging on to your child's tapestry journal to see what your child has been learning and reinforce this at home
- completing home learning challenges each half term
- talking, exploring, questioning with your child
To support your child at home, we encourage:
- reading daily with your child
- practicing high frequency word recognition
- name writing practice
- logging on to your child's tapestry journal to see what your child has been learning and reinforce this at home
- completing home learning challenges each half term
- talking, exploring, questioning with your child
SEND
All children are entitled to an education that enables them to achieve the best possible educational and other outcomes, and become confident young children with a growing ability to communicate their own views- SEND Code of Practice, 2014
At GLPS, we are committed to working alongside parents to establish the support a child with SEN needs. In addition to formal checks, we monitor and review the progress and development of all children in EYFS. If a child appears to be behind expected levels, or progress gives a cause for concern, despite support and interventions matched to a child’s need, then we consider involving appropriate specialists. If you have any concerns regarding your child’s progress, then please speak to your child’s class teacher or contact our school SENCo, Alex Kerrigan, via the school office.
Early action to address identified needs is critical to the future progress and improved outcomes that are essential in helping each child to prepare for adult life. To see a copy of our SEND Policy, please follow the link of the right hand side.
