Early Years Foundation Stage

Welcome to The Early Years Foundation Stage at Wilbury!

At Wilbury, we offer high quality early education from two year old provision to Reception. We are committed to giving children the best possible start to their education.

We have a balanced approach – our curriculum is taught through motivating adult led activities, core experiences (for example, gardening and cooking), and targeted phonics sessions, combined with early years best practice – learning through play, enabling environments, outdoor learning, following children’s interests and teaching though interactions. The balance shifts as children move through the year groups. Our provision is developmentally appropriate, and children are taught the skills they need throughout. Expectations are stepped up at each stage, and we build on previous learning, ensuring progress.

Our broad and exciting curriculum is based on the Early Years Foundation Stage Statutory Framework  and ‘Development Matters’ guidance, along with children’s interests and developmental needs.

A key feature throughout our provision is developing children’s language and vocabulary. We do this through the stories we read, our interactions with children, and our language and communication rich environment. We provide lots of opportunities to develop children’s familiarity with stories, songs and rhymes throughout, from TWOs to Reception.

Reading is central to our curriculum. Understanding and enjoyment of books is supported through daily storytime and sharing books in all year groups. We use ‘core books’ in Nursery and ‘The Power of Reading’ programme in Reception. This programme immerses children in high quality books, involves lots of talk and role play, and has been highly successful in raising engagement and attainment in reading and writing. We develop children’s writing through spoken language and comprehension of stories.

Phonics teaching is based on ‘letters and sounds’ in nursery, and moves on to ‘Read Write Inc’ in Reception. This is taught systematically with daily sessions, in groups, so that teaching can be targeted at children’s levels. Children who need extra help are given individual tuition.

Maths is taught through concrete, meaningful experiences aimed at developing children’s conceptual understanding. We follow the ‘White Rose Maths Hub’ scheme in Reception, and this carries on through the school.

Early Years principles

Running all the way through our early years is the principle of learning through play, the best and most meaningful way for young children to learn. We offer lots of open ended exploratory experiences, and the structure of our day includes periods of uninterrupted play, so that children can get deeply involved in their learning. We provide rich, enabling learning environments, inside and outdoors, which promote exploration and discovery.  The classrooms and outdoor areas in all year groups are organised so that opportunities in all areas of learning are offered. Children can access resources by themselves, make choices, follow their own interests and extend their own learning independently. This all leads to greater involvement and deeper learning.

Outdoor learning

We place a strong emphasis on the importance of outdoor learning throughout our provision. This has many benefits, including contributing to health and wellbeing, and in developing the ‘whole child’. Children are often more confident outside, and outdoor play offers great opportunities for experiencing the natural world, and active learning and exploration, as well as elements of risk and challenge. We have exceptional outdoor learning environments and a system of ‘free-flow’ whereby children can choose to play and learn inside or outside for a large part of the session.

Forest Learning

Early Years Classes enjoy weekly sessions exploring and learning in our ‘forest’ area. The forest offers opportunities for outdoor learning in a natural environment.  Children learn about team work, collaboration, problem solving and lots more, through a range of practical activities such as building shelters and dens, hunting for bugs and creating natural art work.

Interactions and the characteristics of effective learning

Much of our teaching is through interactions. Adults observe the children closely, and join in (‘intervene’) sensitively with their play, to extend their language and thinking, and develop their knowledge and skills.  We support the ‘Characteristics of effective learning’  (‘playing and exploring’, ‘active learning’ and ‘creating and thinking critically’) developing confident, resilient, independent learners throughout the early years. We encourage good attitudes to learning, like curiosity, concentration and willingness to ‘have a go’, in everything we do.

Seamless provision

All these aspects run through the early years at Wilbury, so that children become familiar and confident with this way of learning, and move seamlessly from one year group to the next. They are ready for the next stage, settle in quickly and ‘hit the ground running’.

Our aim is for children to leave the EYFS as confident, happy, independent, resilient learners, emotionally and academically ready for Year one.

 

Visits and Open Days

If you would like to find out more, please contact the school to arrange a visit (email office@wilbury.enfield.sch.uk or call 020 8807 5335), or come to one of our Open Days. These are run on a drop in basis, no need to make an appointment.

Our Open Days this year (2019/20) are:

Admissions

Our Early Years Department currently offers:

Wilbury TWOs – Two classes for 2 year olds (morning or afternoon) – part of Enfield’s ‘Terrific Twos’ programme. To apply:

A Three year old class (limited places, afternoon only) – children are eligible to start the term after they turn three, in January or April, provided they have applied for our main Nursery. To apply:

Three Nursery classes (morning or afternoon). Children start Nursery the September after they turn three

Four Reception classes (full time). Children start in Reception the September after they turn four