Early Years

    Early Years 30 hours offer.

You will be eligible if: both parents are working (or the sole parent in a lone-parent family) and both earn a weekly minimum equivalent to 16 hours at the minimum wage (for under 25-yearolds) or national living wage (if over 25-years-old) and less than £100,000 per annum (this includes employed, self-employed and zero hours contracts). You do not need to actually work 16 hours per week, but your earnings must equal at least 16 hours work at minimum wage/national living wage both parents are employed but one or both parents is temporarily away from the workplace on parental, maternity, paternity or adoption leave or statutory sick pay one parent is employed and the other parent has substantial caring responsibilities based on specific benefits received for caring one parent is employed and one parent is disabled or incapacitated based on receipt of specific benefits.

How do I apply?

The childcare website offers a simple questionnaire to find out if they recommend you should apply or not. It also shows you what you may be eligible for. https://www.childcarechoices.gov.uk/ If you wish to apply for the 30 hours you can use the following link https://www.gov.uk/childcare-calculator   Learn more about the ’30 Hour Entitlement’ from the article  http://www.madeformums.com/news-and-gossip/30-hours-of-free-childcare—will-my-child-get-it/38143.html

 

Welcome to Early Years 1 and 2

Our Early Years Stage consists of both Early Years 1 and Early Years 2, working as a unit. We incorporate times during the day for  separate input sessions, but also come together for ‘freeflow’ , where all children can access all areas in the unit, both indoor and outdoor.

We plan in detail , long term, medium term and short term working from the new EYFS planning document, (2020) taking into account your child’s interests and knowledge,  We believe in learning through play, with challenges to stretch the children’s learning . Our unit has areas of continuous provision, which support the children’s learning. These include Literacy, Maths, Junk modelling, sand, water , construction, malleable, reading and role play areas. These are enhanced as the topic develops. Children in EY1 who access 30 hours provision have different input sessions during the afternoon, so no learning is duplicated unnecessarily.

Observations are used to gather evidence, which are inserted into  our online assessment tool Target Tracker. Teachers own knowledge is also used, as are our assessment books where things are written down as the children are taking part in an input or activity.

In Early Years 1 work samples are added to the learning journals which eventually go to the parents at the end of the year. These are also shared with the parents on parents evenings.

We  run information meetings to explain about our curriculum and Letters and Sounds. This is to allow the parents to understand how and why we teach discrete phonic sessions and how they can help at home.

When a topic lends itself – we use learning walls for the parents to write on what their child enjoys, or knows about the next topic, so that they are directly involved in what we will be teaching the children.

We also use ‘wow’ cards in Early Years 2, which celebrate things the children have done out of school. These are laminated and displayed to be celebrated. Early Years 1 use the ‘I can’ tree in a similar way .

We have two parents evenings during the year in both Early Years 1 and 2, and offer an open door policy for parents to come in at any time to discuss issues which may arise

Parents are welcomed into our unit to work and play with the children, and we now have a bank of parents who come in regularly and help. (DBS checked)

 

Children love to be outdoors and when learning takes place outside this can only enhance their progression. We have made changes to the lay out of the outdoor area and have introduced a much improved water area.

The children love gardening and learning how to care for the plants we have grown and how to care for the environment. Planters with fragrant herbs encourage the children to smell and touch different edible plants.

 Den and camping resources which the children self select have lead to the children letting their imagination lead their play, and they are often  going on various expeditions and adventures.

Early Excellence is the company that we used to upgrade our outdoor outdoor area and they have been very impressed with how we have implemented the resources and the equipment and above all how engaged the children were. Areas such as writing and mark making have improved in the outdoor area with both boys and girls using the resources to mark make their ideas.

Friendship building and most importantly allowing children to become independent learners, selecting resources, choosing how to do something and building on their ideas daily has had a dramatic effect on self confidence and awareness. Wherever possible, learning is done through play, although in Early Years 2 the children do begin to have more formal inputs as the year progresses, in order to help transition to Year 1.

 

Click on the links below to view:-

 

 

EARLY YEARS Pol 2020

Word List

Physical Education in Early Years