Early Years Curriculum

At Hollington Primary School, we follow the EYFS framework, which focuses on the three prime areas of learning: Communication and Language, Physical Development, and Personal, Social, and Emotional Development. These core areas are then supported by the four specific areas of Literacy, Mathematics, Understanding the World, and Expressive Arts and Design.

Our approach to Early Years education is underpinned by our school’s vision and values. We put children first, pioneering excellence and championing each and every child. We take pride in providing a kind, safe and happy community where we aspire to inspire. We believe in providing a diverse, holistic, and purposeful learning experience that taps into each child’s strengths while addressing their areas of development. Through carefully planned activities and experiences, we aim to develop our pupils’ resilience and independence, preparing them for the next stage of their educational journey.

At Hollington Primary School, our Early Years setting is a vibrant and engaging environment where children are encouraged to explore, discover, and learn through play. Our dedicated team of Early Years practitioners work tirelessly to create a stimulating and nurturing atmosphere, fostering a love of learning that will stay with our pupils long after they leave our care.

We provide these learning opportunities across the following topics:

We recognise the vital role that parents play in their child’s education, and we are committed to working closely with families to support their child’s development. Throughout the Early Years, we provide regular opportunities for parents to engage with their child’s learning, from parent-teacher meetings, Class Dojo online platform, Tapestry observation learning journey and showcases of their child’s work.

Expectations of the Provision

• Learning Choices (within class) or Free flow activities must have scaffolding to support children. This can include: Key questions, pictures, links to the learning / contexts and resources / apparatus that extend children. Prompts will show the intended outcome: “Can you…”

• Learning Choices should be tasks that children can complete independently, are linked to current learning or interests and are purposeful with a clear learning objective. Whilst some learning choices may remain the same during the week, most activities will be changed at least twice a week and children are set a (busy bee) challenge to complete at least 3 learning challenges a day.

• Learning Choices across the classes each week will be very similar, ensuring consistency of provision and lightening practitioner work load

• Focus group work happens throughout the week (this could be working with individuals or small groups with the same need / focus) so that a minimum of 3 focuses per week are complete.
  • One focus a week will be guided writing in books. This writing should have a clear learning objective and purpose as well as reflecting a range of writing types from labels and lists to stories and fact files.
  • There are whole class inputs each day – a minimum of 2 per day.

• During Maths and Writing sessions, ‘steps to success’ or ‘what makes good’ should be provided for or be formed with the children. They are differentiated, meaning some children are supported in the carpet session or are taken out to extend / consolidate their learning, ensuring all children are challenged and support staff are optimised.

• DFE accredited Little Wandle Letters and Sounds programme is used to teach phonics. Children are taught as part of a whole class and assessment for learning identifies children who need extra phonics intervention to keep up and close the gaps. 

• Independent Writing – children should have access to writing resources so they become an integral part of their play. Writing resources should not only be stocked but changed and adapted responding to children’s interests and requests. Adults can encourage writing with phrases such as “tell me about your writing”
• Adults should join in with play regularly, taking the opportunity to model skills within play scenarios such as modelling writing for a purpose in the role play area. Children love to copy adults and it will quickly come to an activity an adult is ‘playing’ with, copying what the adult has done

• Support staff should closely work alongside class teachers, observing children, leading focus groups and leading ointervention groups.

Outdoor Learning

We believe the outdoor environment is different to the indoor one and thus provides different experiences that they cannot get inside. Our outdoor environments expose children to nature, weather and real experiences of the world around them. We understand that indoor topic based learning can be extended and developed through the outdoor environment, however outdoor opportunities are valued in their own right.

• Our outdoor environment is open-ended and allow children to take their learning in any direction they choose
• Zones and areas outside can be set up with the Reggio Philosophy of “an invitation to play”
• Indoor topic-based learning may form some of the experiences outside however there should also be equal scope for children’s own possible lines of enquiry
• All areas should be made clean, tidy and safe at the end of the day.