Our Early Years Foundation Subject Lead is Mrs. Horsfield
Welcome to Early Years Foundation Stage
The Early Years Foundation Stage is the education period for young people from birth to the age of 5 years old. In our Foundation Stage at St Edward's Catholic Primary we have one reception class called the St Edward's Class.
What some of the St Edward's Class children love about their school.....
Ava-Rose: I like playing with the curriculum toys in class.
David: At St Edward's, I love playing with my friends.
Izzy: I love working together with my friends in St Edward's class.
Sophia: I love to show love to others at school.
Hannah: I enjoy learning to count.
Sapphire: I look forward to learning new things.
Jack: Everything we do in class, makes me happy.
Our Expectations in EYFS.....
To have lots of fun in our learning and to make wonderful memories together.
To use our School Gospel Values of Love, Kindness, Respect, Forgiveness, Achieve and Trust.
To have a positive attitude towards our learning and to embrace new challenges.
To become independent learners over the year.
To achieve in God's love.
Seven Areas of Learning
The development of the children’s seven areas of learning are crucial at this age and stage of their development. Through the development of the seven areas there must be a focus on the characteristics of learning, particularly with reading and writing. The speaking aspect of communication and language is always our key focus so we will be developing children’s speaking through language rich, story based learning and building on the children’s first hand experiences. This is where the role of the adult and the environment are paramount alongside high quality continuous provision and well-thought out enhanced provision.
Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.