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At Rushmere Hall, we believe that a good early education is the foundation for later success so we strive for independent and confident learners by teaching them a variety of skills and experiences. Our children will have language which is rich and varied. We frequently exploit the outdoor provision and have consistency across the year group so that the breadth of opportunities and experiences are the same for all. They will have a dedicated music, PE and computer provision. Learning happens through purposeful play, both guided and independent. We use Read Write Inc. phonics to teach reading. We follow the White Rose Maths scheme of work. There is a focus on socialisation and routines. Our teachers are kind and we have happy, diverse children.
Phonics and Literacy
Phonics is the centre of our curriculum. We see reading as the most important factor to success in education: it is the way to crack the code of learning. We focus on speaking and listening, using poems, stories, rhymes and songs. We practice writing focusing on physical control, phonics and reasons for writing such as writing simple stories, constructing shopping lists, recording facts etc.
Maths
In maths we use the White Rose scheme of work, with its focus on maths mastery through the concrete and pictorial leading to abstract concepts. We focus on number recognition, counting and conservation of number and introduce the early concepts of addition, subtraction, multiplication and division. We also explore early geometry, measuring and data handling in a practical, hands on way.
Foundation Curriculum
The Foundation Curriculum is continually evolving, aimed at gaining and stimulating the interest of the children. There are several age-appropriate topics which reinforce the learning across subjects. There is much cross curricular learning all underpinning the literacy, numeracy and science curriculum. For example, the children study dinosaurs but this may be through art, fact finding, simple data handling (what is your favourite dinosaur), following a dance unit of work on dinosaurs etc.
Play
Play is an important feature of EYFS. The school uses play to support language development, social development and support the curriculum. There is a planned and structured ‘free flow’ provision of play (continuous provision) which comes in two forms: Structured and Unstructured Play. We have one domestic area and one curriculum area which are resourced, planned for and introduced by the teacher. Unstructured play comes after the introduction of structured play.
Phonics is the centre of our curriculum. We see reading as the most important factor to success in education: it is the way to crack the code of learning. We focus on speaking and listening, using poems, stories, rhymes and songs. We practice writing focusing on physical control, phonics and reasons for writing such as writing simple stories, constructing shopping lists, recording facts etc.
Maths
In maths we use the White Rose scheme of work, with its focus on maths mastery through the concrete and pictorial leading to abstract concepts. We focus on number recognition, counting and conservation of number and introduce the early concepts of addition, subtraction, multiplication and division. We also explore early geometry, measuring and data handling in a practical, hands on way.
Foundation Curriculum
The Foundation Curriculum is continually evolving, aimed at gaining and stimulating the interest of the children. There are several age-appropriate topics which reinforce the learning across subjects. There is much cross curricular learning all underpinning the literacy, numeracy and science curriculum. For example, the children study dinosaurs but this may be through art, fact finding, simple data handling (what is your favourite dinosaur), following a dance unit of work on dinosaurs etc.
Play
Play is an important feature of EYFS. The school uses play to support language development, social development and support the curriculum. There is a planned and structured ‘free flow’ provision of play (continuous provision) which comes in two forms: Structured and Unstructured Play. We have one domestic area and one curriculum area which are resourced, planned for and introduced by the teacher. Unstructured play comes after the introduction of structured play.
On a daily basis we make decisions based upon observations and work outcomes about what our children have learned or can do already, so as to inform planning and to help them move on in their learning. Progress against the Early Learning Goals is recorded on Tapestry (a commercial app) which is accessible to parents and carers, as we value the partnerships we have with them and what them to be involved with their child's learning. We also formally measure progress by:
- At the beginning of the year, assessing the children through a baseline assessment.
- There is regular half-termly phonics testing.
- At the end of the year teachers complete the Foundation Stage Profile on each of the children.