We have three classes in EYFS: Robins (Mrs King currently covered by Miss Lawrence) is our Nursery class, Squirrels (Miss Hornshaw) and Badgers (Mrs Snowball) are our reception classes.
Our vision of ‘Happy Children, Loving Learning’ is at the heart of our curriculum. At Pocklington Infant School we offer a rich, broad and balanced curriculum which is designed to enable all pupils to achieve their full potential. We are committed to high standards in all subject areas and place great importance on developing children as independent thinkers and learners who have high self-esteem and self-confidence. We aim to teach children the key skills that will equip them to learn throughout their school life and beyond.
The Early Years Foundation Stage makes a crucial contribution to children’s early development and learning. We provide children with a rich variety of teaching and learning experiences that are appropriate to their needs. EYFS is about developing key learning skills such as listening, speaking, concentrating, persistence and learning to work and co-operate with others.
The ways in which the child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.
The seven areas of learning and development in the EYFS are organised into the Prime Areas and Specific Areas
We recognise the value of play as an effective method of learning. Play allows for discovery, creativity and problem solving. It is purposeful, absorbing, open-ended and enables children to communicate with each other. Learning is mainly through active, play based activities indoors and outdoors all the year round.
Observation and assessment is integral to EYFS practice and staff spend time observing children to identify their needs, interests, progress and next steps. At the end of Foundation Stage children are assessed against the Early Learning Goals (ELGs) and a judgement is made as to whether children have met an expected level.