Improve provision in the early years by being sure that:
- children talk about their activities more, using a wider vocabulary and gain confidence in talking in front of others
- children have more opportunities to practise their reading, writing and number skills when they work by themselves
- children explore all the different areas of learning enough, particularly those aspects that they find more difficult
- the most able children are challenged fully in the activities planned for them.
- Work has taken place to enhance the Indoor environment to make it more engaging
- Project work has been undertaken with Early Excellence (EE) on the Indoor provision and we are now working this year on the outdoor provision. The EYFS lead teacher has attended EE training on literacy and maths so that children have more opportunities for guided and self-initiated learning in reading, writing and number.
- We are working with a partner school (Great Coates) through the Humber Business School looking specifically at improving the quality of teaching in the Nursery, as well as on child initiated learning and better opportunities to improve communication and language.
- We have undertaken partnership work with Sure Start for Language through Listening and Write Dance. We also worked with Sure Start on a book worm programme which involved parents attending sessions and also funky fingers for FS1.
- Stay and play sessions have been organised for parents and also a phonics talk where parents were invited to watch phonics in action.
- Training was given on effective questioning to promote children’s learning in independent play.
- Support from the EYFS lead from Walthan Leas School was arranged through the Humber Teaching school and release time was given for all staff to go to the school to see this in action. Staff were then given tasks to bring back into school and take responsibility for. The EYFS then did several follow up visits to ensure these were embedded.
- Two members of staff went on Numicon training and this is being introduced into the setting.
- Training was given for all staff on planned adult engagement to enhance children’s play and to demonstrate a wider vocabulary and give opportunities to children to gain confidence in talking. Weekly observation of children was also built in to timetable
- Daily handwriting practice using pre-cursive style takes place through early morning activities and daily phonics sessions.
- Opportunities are given for children to write with writing resources at every continuous provision station.
- Thrass was introduced for daily phonics.
- Children’s work is celebrated and working walls have been developed for children to interact with the displays.
- There is now planned appropriate differentiation to meet the needs of all children, based on observations. Planning is done with the whole team at weekly staff meetings.
- Clear expectations set for FS1 for the end of the year. These include being independent, having social skills, able to hold pencil and write their name , confident to phase 2 phonics and able to recognise and write numbers to 10.
- Stimulating maths challenge areas have been introduced to be used as a pre learning task or to assess if a specific skill has been embedded. There is access to a wide selection of resources for children to develop maths understanding with concrete objects.
- Outdoor resources have been improved with the implementation of the building and construction collection and further development of the water play area. Outdoor mark making provision has improved with opportunities to write in each resource area.
- Books are linked to every topic and are accessible in every provision area both inside and out.
- Pre learning topic question are used to engage the children and encourage their participation in the planning process and class floor books introduced to include their ideas.
- Visits to settings with outstanding EYFS provision (Castledyke, Scawby, St Bernadette’s) have taken place as recommended by the SIP.
- More formal learning was introduced for FS2 children at the end of the summer term to help facilitate the move to Year 1.
- The use of progress data helps to target specific children in reading, writing and maths.