Communication and Language (C&L)
We recognise that the development of children’s spoken language underpins all seven areas of learning.
The four rules of ‘good listening’ is a systematic approach used by LEFS and driven by our Speech and Language Specialist. The listening rules that we teach are:
- Sitting Still
- Staying quiet
- Looking at the person talking
- Listening to all of the words
These four rules of ‘good listening’ are specifically taught through various activities within the text ‘Teaching Children to Listen’ by Jacqui Woodcock and Liz Spooner. They are echoed in every teach at the beginning of the Autumn Term, and they are shared with parents as part of our welcome meeting.
We recognise that delayed language skills can impact on children’ s learning and their future success. We used the WellComm screening tool to help us identify any children facing speech and language barriers early, so that they get the necessary support at the right time.
Word Aware is our structured approach to promoting the vocabulary development of the children, within a word-rich learning environment. It is focussed on whole class learning, and is a practical way of teaching and developing their spoken and written vocabulary. We introduce new words from the curriculum, as well as teach words that are sourced from books. This includes teaching concepts that are particularly important in the early years. This is based on the ‘select, teach, activate and review’ process.
Physical Development (PD)
Children access the outdoors every day with a strong ethos on the benefits of outdoor play and large physical challenges such as crate building, den building, paintbrushes and water, and water channelling. Fine motor challenges are available daily and throughout many activities, enhancing children’s fine motor development. Our sports coach supports with daily sessions in reception.
Handwriting consists of physical and cognitive skills that need to be learnt and become part of the automatic cognitive skill set of the pupil. To achieve this, we use the Kinetic Letters handwriting programme.This programme has four threads:
- Making bodies stronger
- Holding the pencil (for speed, comfort and legibility)
- Learning the letters
- Flow and fluency
The majority of the time, daily sessions, of approximately twenty minutes, are taught to the whole class. Reinforcement may then take place individually or within small groups. Strategies to build physical strength for handwriting are then integrated into general school life and provision.
Personal, Social and Emotional Development (PSED)
Through a range of challenges such as group play, purposeful problem solving and partner work children learn to get on with others and make friends, understand and talk about feelings, learn about ‘right’ and ‘wrong’, develop independence and ultimately feel good about themselves.
When the children start school in Reception, we use the Jigsaw approach for PSHE. This is a mindful approach to PSHE, which brings together Personal, Social and Health Education, emotional literacy, social skills and spiritual development. As the year progresses, we introduce Votes for Schools, which is a platform that we use to cover our PSHE curriculum and British Values. It engages children in current political and social issues and promotes discussion within the classroom. Through weekly class discussion and voting, the children learn about the world around them.
Literacy (L)
We use the Essential Letters and Sounds (ELS) programme to teach phonics. ELS is a synthetic phonics programme which we use to help children learn to read in Reception and Key Stage 1. There is a daily phonics lesson where the children are taught a new sound, or they review sounds learned earlier in the week. There are ‘keep-up’ activities within these sessions, and also specific, targeted interventions to close any GPC gaps or further support a child’s blending skills.
To support children’s writing development, we use Drawing Club, which is an imaginative, play-based literacy approach. We use a weekly book, tale, or animation as a “portal” to spark a love of story and language by encouraging children to draw, discuss, and create. The process develops skills such as fine motor development, vocabulary growth and early writing through interactive sessions.
Mathematics (M)
In 2022, a new system was implemented, namely ‘mastering number’ through NCETM in order to deepen children’s understanding of number from an early age. Children’s recall of number bonds, composition of numbers and ability to subitise flourishes as a result of this direct teach system (short programme daily), activities within purposeful play and keep-up interventions. Routines are used effectively to ensure children use their deepened understanding of numbers in real-life contexts.
Understanding the World (UTW)
Forest School plays a pivotal role in children’s progressive development, enabling them to take stage appropriate risk, to understand personal safety, build relationships and connect deeper with nature throughout all seasons.
We recognise that children who attend LEFS live within a predominantly (99% 263/267) white village with Black Caribbean being the next highest ethnic group. This propels the importance of teaching diversity in all aspects of school-life including through diversity assemblies, cultural and festival celebrations such as Diwali and Chinese New Year, school visitors and resources.
Expressive Arts and Design (EAD)
We teach the arts through a rich, creative environment, where techniques and skills are strategically taught (mapped to Year 1) and embedded through purposeful play.
Connecting with others we feel is a central driver within our EYFS curriculum leading to our whole school vision: ‘forming lifelong friendships’ within their immediate peers, the wider school and community. A strategic balance of structured and open-ended role play opportunities both inside and outdoors enables children to narrate and develop their lines of enquiry.