Early Years Foundation Stage
Intent
At St. Oswald’s, our Early Years curriculum prepares children for the learning journey ahead, believing that every child deserves an equal chance of success. Guided by our school vision of "nurturing a resilient community where the love of learning thrives," we have crafted a curriculum that supports each member, empowering them to overcome challenges, embrace growth, and contribute positively to God’s world.
We strive to create an inclusive school community rooted in mutual respect, understanding, and kindness towards others through the three characteristics of effective teaching and learning. Our commitment to developing positive relationships with parents and carers begins even before the children start their school journey. This strong bond nurtures the physical, emotional, and social development of each child, working harmoniously to enhance their educational and social outcomes.
Aligned with the Early Years framework, the EYFS curriculum at St. Oswald’s CE prioritises developing children’s language and vocabulary skills through planned activities based on high-quality texts.
Our Rainbow curriculum supports children to develop:
R – Resilience
A - Aspirations
I - Inquisitive
N - Nurturing
B – British Values
O - Oracy
W - Wellbeing
Implementation
At St. Oswald's we implement a progressive curriculum from Nursery through to Year 6. The EYFS Rainbow curriculum delivers activities and experiences to help children flourish in all seven areas of development. We ensure that each area of the curriculum is valued equally, alongside mathematics and literacy, to provide children with essential 'real-life' experiences.
Our Rainbow curriculum is progressive, inclusive and child-centred. We implement it through high-quality interactions, a rich and responsive environment and a strong focus on enabling every child to make the best possible progress from their starting points. Children spend extended periods within continuous provision, being supported by highly skilled staff, giving them time space and freedom to explore, practise skills and make choices. Adults observe, interact and extend learning in the moment, making the most of every learning opportunity. Staff are aware of children's interests and how through fostering curiosity and tailoring learning, it can deepen involvement, sustain motivation and promote a love of learning.
Our Rainbow curriculum has oracy at its heart; staff create a language-rich environment that develops strong communication skills which underpin children’s learning across all areas of the EYFS. We provide daily opportunities for talk, listening and conversation, through high-quality interactions, stories, role play, discussions and group activities, developing the children’s ability to express themselves and engage with others. In Nursery, from the Spring term, the children follow the NELI preschool programme which uses weekly key texts to boost vocabulary, listening and narrative skills. In Reception, children access Drawing Club, where they engage in weekly key texts with a focus on developing early writing, imagination and vocabulary. New vocabulary linked to these texts is introduced and modelled within context and revisited through interactions within provision. Staff comment on children’s play and use open ended questioning to extend children’s thinking.
Consistent routines, clear expectations and adult role modelling is key to supporting children’s Personal, Social and Emotional Development (PSED). Staff recognise the importance of teaching children how to manage emotions, show empathy, resolve conflicts and build positive relationships in order for them to be ready to learn. Visuals are used to support all children in helping them feel safe, secure and confident within their learning environment. Zones of Regulation are used to support children to recognise and talk about their feelings and staff model and develop strategies which provide children with the skills to manage them. My Happy Mind and ALFOCALM resources are used to support children in regulating themselves in order to be ready to learn
We aim for all children to be independent learners, who are curious, make connections and think deeply. Opportunities and lessons are carefully planned to inspire pupils to develop their curiosity, creativity, and scientific reasoning through awe-inspiring experiences. Children have access to our indoor and outdoor environments, as well as opportunities to make use of our extensive school grounds. Children are supported to persevere, take risks and learn from their mistakes in an environment where challenge is valued and resilience is nurtured.
Our staff are dedicated to ongoing professional development, enhancing their subject knowledge to become better Early Years practitioners for the benefit of our children.
The development of early language is supported through the delivery of the Nuffield Early Language Intervention taught by highly skilled and experienced practitioners.
To enable our parents to experience and support as much of their child’s personal and academic growth as possible we deliver parent workshops. Each workshop is related to the principles of the EYFS complimenting the learning and development taking place in Early Years settings.
Impact
By accessing our Rainbow curriculum, children become confident communicators, independent learners and resilient problem solvers. They develop the vocabulary, knowledge, social skills and learning behaviours needed to engage successfully with the curriculum and prepare them for furture learning as they move into Key Stage 1 and beyond.
Staff have high expectations of the children, they are encouraged to strive to reach their full potential with confidence. As children progress across the early years, they develop a deep knowledge, understanding and appreciation of the seven areas of learning. The early years at St Oswald’s CE extends children’s interests and knowledge beyond their immediate experiences, The Visual, Auditory and Kinesthetic approach to teaching and learning is fundamental in all our curriculum provision.
Assessment is crucial in improving learning. Through observations and interactions with the children formative assessment regularly informs the early years staff of ongoing progress and allows adjustments to be made that reflect the learning needs of all children in our settings. In line with our school assessment policy, summative assessment in the form of teacher assessment is carried out at the end of each term in Nursery and Reception, this informs the overall annual progress made by each child. Children with additional needs are also tracked on Sefton's Small Steps tracker, which recognises and celebrates progress being made.
We want the children to thoroughly enjoy learning in the Early Years therefore, encouraging them to undertake new life experiences now and, in the future, and be able to understand the part they play in it.