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Starting School at Compton CE Primary School - the EYFS curriculum in Reception

Intent

Implementation

•All pupils complete a baseline assessment upon entry to our Reception Class, so that progress can be tracked from their individual starting points.
•Learning is planned using the 7 areas of Learning and Development in the statutory Early Years Framework (2020). There is a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language, including Oracy.
•Our staff use the Reception Knowledge Rich Projects from Cornerstones as a tool to support their planning and subject knowledge.
•We develop a mix of child initiated and adult led plans which link to the school’s curriculum  and the children’s interests. The experienced staff enable the children to link learning to their play and exploration right from the start.
•The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small focused group work. Learning takes place in different areas of the classroom and within our school grounds and local area.
•We plan for opportunities to develop the pupils' speech and language skills, with a particular focus on vocabulary. 
•We undertake observations daily that our shared with parents using the Tapestry program. This is one way we enable a strong partnership between home and school.

Impact

 
•Our Reception classroom is a happy, learning rich environment.
•Children who join us in Reception flourish in their social skills. They quickly become part of our school family and gain independence in their learning.
•The impact of teaching and learning can be seen through observing the pupils, in the pupils' workbooks and the observations on Tapestry. 
•Every child is known at an individual level.  This means that timely interventions to support and challenge are given when needs are assessed through either school knowledge or outside agency recommendations, such as Speech and Language.
•Parents become part of the school life and support their child with their learning.
•All pupils, including pupils with additional needs, reach their full potential.
•We ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into Year 1.
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