The Early Years curriculum at Bessemer Primary School is designed to provide a broad and balanced education that meets the needs of all pupils within our care.
Through the seven areas of learning, we provide topics that excite and engage children, building on their own interests and developing their experiences of the world around them.
We recognise that children come into our setting with different experiences from others in their learning and play. It is the role of our setting to help children experience the awe and wonder of the world in which they live. All staff work hard to ensure that the learning opportunities provided widen children’s knowledge and understanding of the world, setting ambitious expectations for all children.
We believe that children learn best in early years through play and exploration. Children are encouraged to join in activities, to be independent and to make choices. We provide stimulating and well-resourced learning spaces, where provision is carefully planned to challenge, motivate and develop children’s skills within the 7 areas of learning.
We know children who feel positive, engaged and involved will learn better. Staff at Bessemer Primary School build positive relationships with all children, parents and carers. With the support of parents, we provide a strong base for helping children develop in confidence and independence.
Throughout the Early Years Foundation Stage each child’s development will be observed, assessed and monitored by the adults. These assessments will be made in relation to the ‘Birth to 5 Matters ’ statements and the EYFS framework.
The Early Years Foundation Stage Framework is split into the Prime and Specific Areas of Learning.
The Prime areas are:
- Communication and Language Development- This involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.
- Personal, Social and Emotional Development involves helping children to develop a positive sense of themselves, and others: to form positive social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
The Specific Ares are:
- Literacy Development involves encouraging children to link sounds and letters to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure.
- Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
We aim to ensure that our planned provision around those 7 areas also supports the Characteristics of Effective learning:
Characteristics of Effective Learning
- Playing and Exploring-finding out and exploring, playing with what they know and being willing to "have a go".
- Active learning-being involved in concentrating, persevering and enjoying achieving what they set out to do.
- Creating and thinking critically-having their own ideas, making links and choosing ways to do things.