Communication Friendly Space

  • Balanced early years education which values adult led learning alongside unlimited opportunities for children to initiate their own learning enabling them to become confident, responsible and resilient individuals. Carefully planned curriculum based on the 2021 Early Years Foundation Stage Framework.
  • Up to date, current research summaries, applying purposeful methodologies together with carefully planned continuous provision opportunities.
  • Enabling environments which foster children’s communication and curiosity.
  • Ambitious in our expectations of all children, regardless of their starting points.
  • Subject progression grids beginning in EYFS with particular attention paid to scaffolding children’s talk, substantive knowledge, disciplinary knowledge, vocabulary and sentence stems.
  • Ever evolving environments in order to meet the needs of our cohorts.
  • Certified Communication Friendly Setting.
  • Language rich environment through the use of books, fiction and non-fiction, in order to spark imagination and curiosity, explore and unpick vocabulary and provide a thirst for literature.
  • Oracy used as a powerful tool for learners to become more effective speakers and listeners.
  • Vocabulary is purposeful and progressive to allow children to develop their expressive language and leave Early Years being able to articulate their understanding of concepts.
  • High expectations so that all children will thrive academically, socially and emotionally.
  • Certified Communication Friendly Setting led by our experienced Communication Champion.
  • Effective adult-child interactions, giving children the time to communicate and the adult being a careful listener.
  • Reading is at the heart of our Early Years pedagogy.
  • Children thrive in a book rich, language rich environment.
  • Children show a passion for language and enjoy the weekly library sessions, alongside a book matched precisely to their phonic ability, based on regular assessment.
  • Carefully planned selection of texts which comprise of our ‘talk through stories’ books, writing hook books and reading spine texts to ensure that children listen to a wealth of different texts.
  • Children are taught systematic synthetic phonics daily through Read Write Inc.
  • An interest-led, child-centred approach to provision is used in to encourage our children to initiate their own learning, using resources purposefully and appropriately.
  • Children experience thought provoking topical activities such as R.E. and Wanderlust Nature Study.  This ensures that children are exposed to wider current affairs appropriate to their age and understanding.
  • We encourage all children to work independently and develop attributes such as perseverance, resilience and responsibility.
  • Where next steps in learning are identified, practitioners act on these in the moment, guiding children to make improvements and reflect on their own learning.
  • Parents and carers are highly informed in their child’s learning through regular discussions, twitter, class dojo, stay and read sessions and inspire mornings.
  • We demonstrate our impact through the children’s achievements and progress made from their starting points.
  • Formative and summative assessments through our use of video observations, photographs and pupil voice (both written and recorded).
  • Children become confident, happy, responsible citizens who know how to show care and consideration for others in society.
  • Children understand appropriate mathematical concepts and are keen to problem solve at a young age; explaining thoughts and justifying processes.
  • By being active learners, children become immersed both mentally and physically.
  • Children gain a rich knowledge and deep understanding of different themes, through a cross curricular approach.
  • Oracy skills are taught explicitly as well as being strategically woven and embedded into all aspects of learning in order to develop the necessary communication skills.
  • Children are excited about new words and their meanings and use these in their spoken/written language.
  • Through respectful and trustworthy relationships, we have created a warm and safe environment where children are happy, feel safe and thrive in their learning.
  • Consistent routines and clear boundaries are modelled effectively by adults and they expect the best from all.
  • Staff are responsive individual needs to ensure access to learning for all children.
  • Children are active, curious and engaged, showing increasing resilience and sense of pride in their learning.
  • Many children can manage their own feelings and behaviour and understand how their actions can affect others.