Our foundation stage comprises of the statutory requirements of the Early Years Foundation Stage Curriculum and other aspects that we consider to be important in preparing our children for the future and the wider world.
At William Levick, we consider the individual needs, interests and stage of development of each child and use this information to plan a challenging and enjoyable experience in all of the areas of learning and development. Each area of learning is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.
We are proud of our natural and holistic outdoor area that the children can access throughout the day: we won three awards at 'Dronfield in Bloom' this year for our Wildlife Garden (gold), our Productive Garden (Silver) and our Flower Garden (bronze). Thanks to Mrs Templeman and the Foundation Stage Children (now in Year 1) for all their hard work!
Each child’s level of development is assessed against the Early Learning Goals at the end of the year and parents are informed as to whether their child is meeting the expected levels of development, or if they are exceeding expected levels or not yet reaching them (emerging).
We also ensure that British Values are embedded throughout the curriculum, with links made across many subjects and throughout the year, in every year group. Our own school values are also intrinsically woven into lessons and often turned into discussion points.
The EYFS Areas of Learning and Development
In the EYFS there are seven areas of learning and development.The three prime areas are;
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development.
The four specific areas are:
- Understanding the World
- Expressive Arts and Design.
All our learning and play activities are planned with the following principles in mind:
- That every child is unique.
- That every child can learn to be strong and independent through positive relationships.
- That children learn and develop best in enabling environments.
- That children develop and learn in different ways and at different rates.