EYFS Curriculum April 24

EYFS Curriculum Map 2022-2023 We understand and appreciate the importance of high quality Nursery & Reception environments for our children. We believe that young children need opportunities to be active, to build and refine their gross motor At Ellesmere Primary School we provide a warm, happy stimulating development, make their own plans and choices, to practice and environment where all children are encouraged to develop lively minds; consolidate skills, follow their own fascinations and interests, to be active, skilful bodies; confidence, independence and caring attitudes creative, to investigate, to concentrate and to learn alongside and in towards others and their environment. It is of the utmost importance to collaboration with their peers and staff. Our EYFS provision and us that children feel safe, cared for and valued and we pride ourselves on environments are designed to provide all of these opportunities. the relationships which we build with each and every child. We are rightly very proud of our outdoor learning areas, including our We plan and provide a wide range of interesting and stimulating activities Forest School sites, and they are used at every opportunity to and environments through which children can explore the world around maximize children’s learning, opportunities and experiences. them, make discoveries, solve problems and build relationships. Whatever children’s starting points, we aim to support them, build skills, challenge and extend their thinking and learning and encourage curiosity and reflection. Communication and language development is given the highest priority in order to develop and deepen children’s learning opportunities, support them in building strong relationships with their classmates and teachers and to enable them to express their thoughts and feelings. Our stimulating and varied curriculum is delivered through a balance of adult-led and child-initiated teaching and learning based on the EYFS Framework 2021. It is broad, balanced, stimulating and interesting and supports children in making a successful transition to Year One. All of our children’s learning is supported by skilled, knowledgeable and skilful Early Years specialist staff.

EYFS Curriculum: Nursery & Reception DEVELOPING A LOVE OF LEARNING Children in EYFS learn in ways which are holistic, active and playful. They arrive in our classes, both Nursery and Reception, at different stages of their development and with a wide range of experiences and needs and at different starting points. Our staff are skilled at supporting, scaffolding and planning for progress. They are experienced practitioners who have a good knowledge of child development and how learning progresses. Learning is not planned through prescriptively planned themes or objectives term on term, year on year. We do not limit learning and progress by planning specific termly outcomes. Planning for children’s progress is based on careful observation and assessment and builds on children’s starting points and their needs as they grow, learn and develop. We recognise, however, that good teaching ensures children develop a wide range of knowledge, skills and understanding which provides the foundations of their learning not only for their next stages in school, but also for life. Our themes, therefore, structure our curriculum for children, enabling them to build on what they already know and can do and to develop skills, knowledge and understanding in progressive ways. They do not limit what can be taught and provide opportunities and possibilities for the interweaving of additional learning which takes into account the rhythms of the seasons and the school year, celebrations and events, community and culture and children’s interests and fascinations. Nursery and Reception teachers will work closely together to ensure that teaching and learning is progressive. Themes will be repeated and revisited, in diverse ways, across EYFS, encompassing the elements of the Programmes of Study in the EYFS Framework 2021. We ensure that learning is cumulative and consistent and that each successive encounter builds on and deepens previous learning, increasing children’s competences, skills and understanding. Detailed short and medium term planning will be derived from these themes to show precise objectives for children’s learning. In EYFS not all of the curriculum can be written into specific themes. Essential skills which support personal development and learning are part of our everyday routines and curriculum. We place great emphasis on developing dispositions and attitudes (Characteristics of Effective Learning which will support children in becoming great learners:  Curiosity and imagination  Creativity  Resilience and determination to succeed  Self-confidence and self-worth  Respect for self and others  A sense of achievement and self-worth  A positive attitude, self-motivation and a desire to learn  Becoming independent in thinking, learning and managing self And also essential skills:  Language skills - becoming effective communicators (developing expressive language, vocabulary, speaking clearly, listening with concentration)  Literacy skills (reading, writing, phonics, handwriting)  Numeracy skills (understanding, using and applying  Developing an understanding of ICT numbers)  Respecting others and their environments  Learning independently and working together

OUR THEMES FOR LEARNING All of our themes will be introduced through and supported by carefully-chosen, wonderful, inspiring texts, stories or poems. We want to inspire children to become readers who love books and stories by presenting them with a world of literature which is fun, stimulating, exciting and engaging. We want to immerse them in worlds of imagination, fantasy and possibilities, of far-away places, cultures, people and nature and to encourage them to begin to ask ‘big’ questions about the ideas they encounter and begin to develop a broad and wide-ranging vocabulary through the books and stories that are read to them. Our Early Years pupils also learn and develop through our daily routines and interactions, enrichment such as trips and visits, visitors to our classrooms, Forest School, swimming, baking, gardening and daily opportunities to learn and play in our stimulating indoor and outdoor environments as well as participating in the life of the wider school. Marvellous Near & Far Let’s Once Upon Our Whatever Then Me! Celebrate a Time Wonderful the Weather & Now World Readers and Writers Maths Masters



Marvellous Me! Through the many aspects of this theme children will explore their ‘sense of self’, their identity and their place in the world. They will talk about their family and family relationships, friends and relations and the attachments they have with the people around them which helps them to learn about and make sense of their world. They will develop an understanding of their emotions and how to accept and manage them as well as to begin to understand and to empathise with the feelings of others. They will be encouraged to see themselves in positive ways, finding out about what they can do, what they are good at and what they like about themselves and others. They will learn to recognise, understand and accept difference and how to be a good friend. They will learn about their bodies, how they work, what they can do and how to keep them healthy. They will develop an understanding over time that everyone is different but that we are all special. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the Expressive Arts & Design Language World Use drawing and painting to create representations of self, Show an understanding of their Listen attentively and respond Enjoy physical activity Respond to stories, talking Understand own life story and family, friends and other people own feelings and those of to what they hear with Move in a range of ways about what they have heard, Maths is taught as a how they change others relevant questions, comments understood and answer discrete subject. Links will Use a range of art resources – and actions when being read to Move and manage body and questions about the text be made to themes where Identify family members and pens, pencils, watercolours, Understand how to be a good and during whole class movements with increasing appropriate and relevant understand family paint, clay, dough friend, showing sensitivity to discussions and small group Use new vocabulary relationships – parents, sisters, Begin to combine materials for their own and others’ needs. interactions. control brothers, grandparents etc. artistic and representational purposes Enjoy an increasing range of Understand how to join, stick Understand and respect Make comments about what Use an effective pencil grip books, including non-fiction Understand, recognise and talk and refine a variety of artistic effects difference they have heard and ask about the differences between Use colours for a purpose questions to clarify their Control mark-making tools to To use vocabulary that is themselves and other families Explore sculpting techniques Talk positively about understanding. create increasingly detailed influenced by the books and Learn and sing new songs themselves drawings stories they have heard Talk about the lives of people about our body and how we move Hold conversations when around them Understand how to make engaged in back-and-forth Use a range of tools. Eg Understand that information healthy choices and how to exchanges with their teacher scissors, to support creative can be retrieved from books Talk about the different types keep ourselves healthy and peers. activities of homes we live in Write own name Learn new vocabulary and use To develop pencil control to Identify and discuss different it appropriately and with form letters neatly and Write sentences, captions, occupations understanding correctly labels and words using sounds taught Name body parts Write with correctly and neatly Begin to develop an formed letters understanding of their bodies and how their bodies work



Near & Far We recognise that even our youngest children are already ‘experienced’ geographers, developing a sense of place in relation to their own environment and building an understanding of the physical world. We will use the rich geographical experiences information and understanding in children’s daily lives as a basis for their learning – for example navigating around school, home, their neighbourhood, weather, their holidays, visits, the food we eat and cook and where it comes from. We will also begin to develop children’s understanding of the importance of taking care of the Earth and its people. We will expose children to places and culture through pictures, tv and video clips, visitors, stories, artwork and music. Children will be introduced to maps, atlas, globe and we will incorporate these into our play and use them to support storytelling about different places in the world, talk about hot and cold climates and point out our home countries and those we visit through story or children’s holidays. We will introduce carefully selected stories and texts, celebrations and festivals to draw children’s attention and inspire curiosity about the World and its people, places, cultures and lives. We will use the settings, environments and features we meet in our storytelling to develop and extend children’s geographical knowledge, understanding and vocabulary. Children will have access to a wide range of construction, small world resources and loose parts so that they can represent their geographical ideas by building and making representations of different environments and include them in their play. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Draw a simple map, adding simple representations of Learn and use key geographical features Demonstrate vocabulary Demonstrate an Show interest in and talk about Maths is taught as a Find my way around my classroom and Make small world emotional responses awareness of moving in illustrations in books which discrete subject. Links my school representations of to different places Listen attentively and respond to different directions show different environments will be made to themes environments using loose what they hear with relevant where appropriate and Describe my favourite place and why parts and small world Talk about places in questions, comments and actions Demonstrate an Draw on information and relevant resources terms of how they when being read to and during awareness of own body vocabulary from stories and Recognise different environments – Eg a forest and a river, an make them feel – whole class discussions and small in space non-fiction texts, including Use positional language locally and further afield – town, city, airport, a train journey safe, calm, happy etc. group interactions; maps and atlases, to describe beach, forest, desert, jungle and explain similarities In role play and drama, acts Show care and Make comments about what they between different Use vocabulary associated with different out making journeys and have heard and ask questions to environments environments creating environments clarify their understanding Use maps in dramatic play consideration for Participate in small group, class and Write sentences, labels, Describe a familiar route Describe – what is it like here? their environment one-to-one discussions, offering captions and words using the their own ideas, using recently sounds they have learned Talk about – what would it be like to live introduced vocabulary here? Offer explanations for why things Make maps and story maps Talk about their town – what buildings might happen, making use of and features are here recently introduced vocabulary Demonstrate understanding of from stories, non-fiction what has been read to them by Express their ideas and feelings retelling stories and narratives Recognise different climates and weather about their experiences using full using their own words and sentences, including use of past, recently introduced vocabulary Recognise that there are environments present and future tenses different to the one in which they live Use and understand recently introduced vocabulary during Compare – describe similarities and discussions about stories, non- differences between different fiction, poems and during role- environments play.

Let’s Celebrate Celebrations and Festivals

Let’s Celebrate Children develop a sense of festivals, celebrations and traditions from their own personal and family experiences to those taking place in their wider community from birthdays, christenings, weddings to Halloween, Bonfire Night, Christmas and Pancake Day. Children will also be introduced to celebrations and festivals which take place around the world as they develop their understanding of cultures, communities and the wider world. Traditional celebrations, both secular and religious, will be woven into termly planning. Children will explore the stories, meanings and various traditions which these festivals and celebrations encompass. We will also make connections to the historical and geographical connections of our festival as part of our Then and Now and Near and Far themes. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Identify differences Learn and use key vocabulary Use body and movements to Show interest in and talk about Maths is taught as a discrete Experience a range of cultural In role play and drama, act out between people and see respond to music illustrations in books which show subject. Links will be made to celebrations from our own country stories connected to festivals them positively Listen attentively and respond different celebrations themes where appropriate and from around the world and celebrations to what they hear with Remember a sequence of and relevant Value the differences relevant questions, comments movements to make a dance Draw on information and Know some similarities and Explore music from different between people and actions when being read to vocabulary from stories and non- differences between cultural cultures and during whole class Begin to learn how to move fiction texts communities and traditions in this I am learning to identify discussions and small group rhythmically country (ELG) Make art work, decorations similarities and interactions; Write sentences, labels, captions and simple representations of differences between and words using the sounds they Know that there are celebrations artefacts from various people and cultures and Make comments about what have learned such as weddings, christenings, celebrations, festivals and discuss them they have heard and ask birthdays and Christmas - -I know cultures. respectfully questions to clarify their Demonstrate understanding of how my family and I celebrate understanding what has been read to them by special occasions and I can talk Explore materials and colour Listen to other points of retelling stories and narratives about it mixing freely view Participate in small group, class using their own words and and one-to-one discussions, recently introduced vocabulary Visit local geographical features eg Select colours with a purpose Begin to know how offering their own ideas, using church, war memorial and others celebrate and recently introduced vocabulary understand how they are linked to Explore, learn, practice and that they may do things festivals, celebrations and use a range of art and design differently Offer explanations for why Sequence a story identifying traditions techniques to support creative things might happen, making main characters, events and work use of recently introduced settings vocabulary from stories, non- Use and understand recently Talk about how others celebrate I am learning to listen to music fiction introduced vocabulary during from different cultures discussions about stories, non- Begin to understand that there are Express their ideas and fiction, poems and during role- similarities and differences in the feelings about their play. way different families, peoples, and experiences using full cultures celebrate the same things sentences, including use of across the world past, present and future tenses Understand the difference between I can respond to what I have past and present heard by asking questions and saying what I think I can respond with questions, comments and actions

Once Upon A Time

Once Upon a Time Encouraging children to develop a love of reading is one of our main priorities. Each and every theme visited in EYFS will be introduced through a high quality text and supported by accompanying texts through which children and teachers can explore, challenge and extend the intended learning. This theme will not be delivered as a stand-alone topic but will be the ‘golden thread’ which runs through all our themes as we introduce children to a wonderful, immersive world of story, imagination, drama, fantasy, emotions, amazing vocabulary and knowledge. Through our well-chosen focus texts we will introduce a wide range of learning opportunities, thoughts, ideas, investigations and explorations which will support children in making sense of the ‘big ideas’ which are presented through story. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Identify differences Learn and use key vocabulary Learn to manage body to sit Learn and use key vocabulary Make links to mathematical Make links about their Represent ideas from stories in between people and see comfortably, to be still and ideas in books and stories – understanding of the world representational and creative them positively Listen attentively to stories concentrate to maximise Listen attentively to stories when number, shape, space, around them to what they see work when they are read aloud listening and attention they are read aloud pattern in illustrations in books and Value the differences hear in the stories which are Act out stories using small between people Enjoy books and stories Use fine motor and pencil Enjoy a wide range of books and Discuss mathematical ideas read to them world resources control skills to draw or paint stories they see in books and stories Listen to other points of Listen attentively and respond to illustrate stories Begin to develop an Build story settings and create view to what they hear with Respond to stories in a range of understanding of past and own stories relevant questions, comments Use pencil control to form ways – through discussion, present Relate to stories from and actions when being read to letters and write words drawing, painting, role play and Act out stories in play with their own personal and during whole class drama Use books and stories as a others experiences and discussions and small group Use tools in creative work to starting point for their own perspectives interactions; support story Re-tell familiar narratives paying personal investigations and Use imagination to create own representations attention to sequence of events explorations stories Identify, discuss and Make comments about what empathise with feelings they have heard and ask Use body movement, Identify main characters, story Understand and make links Introduce narratives into role and emotions questions to clarify their gesture and facial expression settings and events from the fictional world to the play with others based on understanding to express feelings and ideas real world stories they have heard and Discuss how to solve in storytelling and drama Build up a store of stories and know well problems Participate in small group, class use a bank of ideas from stories and one-to-one discussions, they have heard to create their Begin to explore and offering their own ideas, using own stories understand relationships recently introduced vocabulary through story Discuss ideas and meanings in Offer explanations for why stories in relation to their own Explore ideas of things might happen, making personal experiences and their friendship, trust, helping use of recently introduced understanding and experiences others, right and wrong vocabulary from stories, non- of the wider world choices fiction Begin to identify the Express their ideas and Begin to write own stories using identities and feelings about their sentences, captions and words characteristics of experiences using full containing the sounds they have characters sentences, including use of learned past, present and future tenses Differentiate between fact and fiction



Our Wonderful World This theme will encompass scientific ideas of the material, natural and physical world. We are fortunate in our EYFS environments to have well-appointed outdoor learning areas and two diverse Forest School areas, sensory planting as well as extensive school grounds, an allotment area and a pond. Our learning environments, both indoor and outdoor , provide children with many first-hand, practical opportunities to explore scientific processes , sand, water and other man-made, natural and elemental materials, encouraging them to use all of their senses. Teachers will seize in-the-moment teaching opportunities in play to draw children’s attention to the wonders of the scientific world, supporting children’s curiosity, building on their interests and encouraging them to observe, ask questions, predict, notice, compare and contrast, experience, test out ideas and thinking, explain and discuss. These skills are the very basis of scientific investigation and exploration and the most practical ways to build scientific knowledge for our youngest children. Over their time in EYFS, children will have opportunities to explore the seasons, seasonal change, climate and weather by actually being in them. Through various mini-themes we will explore ourselves and our bodies, healthy living, growing and planting, animals, mini-beasts and habitats. Children will be encouraged to think about environmental issues and how we can look after our world. In planned cooking and baking activities, mud kitchen, and play with substances which dissolve, melt and react with each other, children are provided with opportunities to learn about how materials can combine and change. There are also many opportunities throughout our environment for children to experiences forces – pushing, pulling, motion, friction, gravity, speed etc. Teaching staff will model and use scientific vocabulary in their interactions with children. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Represent ideas through drawing To set their own learning, Listen attentively and respond Use fine motor and pencil Observational art to support questions and investigations to what they hear with relevant control skills to draw or paint to Learn and use key vocabulary Make links to mathematical Use all of their senses to explanations, observations, questions, comments and illustrate observations ideas in books and stories – explore, investigate and noticing To take risks in their learning to actions during discussions and Listen attentively to stories number, shape, space, experience find out things and also manage small group interactions; Use pencil control to form when they are read aloud pattern risk letters and write words to Enjoy sensory experiences Be willing to have a go and try Make comments about what record their observations and Respond to scientific ideas in Discuss mathematical ideas Show respect and care for living out new things they have heard and seen and thinking stories ask questions to clarify their they see in books and things and their environment understanding Use fine motor skills and Enjoy a wide range of books stories Not be afraid to make mistakes control to handle objects or and stories, including non- Show interest, notice, observe Getting involved and Describe, explain and reason creatures gently and with care fiction Understand and notice and talk about what they see, concentrating Offer explanations for why To manage body to stay still Understand that information pattern hear, feel, smell and taste Not giving up when challenges things might happen and quiet to observe and can be found in books Understand how to Talk about similarities and occur concentrate measure quantity and differences Express their ideas and feelings Discuss ideas and meanings in capacity about their experiences using Explore and learn how their stories in relation to their own Understand how to compare Ask for help when needed full sentences, including use of bodies move in space, how to personal experiences and their past, present and future tenses manipulate materials scientific understanding and Make comparisons in size, Make links Ask questions to clarify their Have own ideas experiences of the wider world shape, weight Use previously learned Experience forces – pushing, Make links to what they already vocabulary to support their pulling, motion, speed, friction, Begin to write own stories using Accurate counting to understanding or to find out know observations, explanations, gravity with whole body sentences, captions and words support observations, more thoughts and ideas about scientific ideas explorations and discoveries Think of new ways of doing Talk about some of the things Use language to reflect on what processes they have learned eg Manage feelings & frustrations they discovered, found out or Begin to understand how how a seed grows when things don’t go as learned maths can support their expected experiments, observations Begin to develop evidence- and investigations based arguments

Whatever the Weather It is important for children to understand the rhythms of the seasons and how they affect the way we live our lives. We place a great value on our outdoor curriculum and our children’s needs to understand how to cope and manage with seasonal changes, how being outdoors can affect our well-being, the needs of our children for activity and movement beyond a structured PE lesson. Our daily routines across EYFS encourage children to flow freely from indoors to outside. Our outdoor environments from our Nursery and Reception gardens to the Forest School areas allow children to experience the changing seasons and all types of weather and staff seize ‘in the moment’ teaching and learning opportunities to encourage children to observe, feel, listen and experience it. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Be resilient Listen attentively and respond Use gross motor skills to Learn and use key vocabulary Measure temperature Identify and know about different Represent ideas through to what they hear with build physical strength and types of weather drawing Understand how to relevant questions, comments motor skills – running, Listen attentively to stories when dress for particular and actions during discussions jumping, climbing they are read aloud Learn to handle self in different Observational art to support weather and small group interactions; types of weather – find shade to explanations, observations, Learn to walk, run, move in Respond to key ideas of weather play in, find sheltered spots, drink noticing Take managed risks Make comments about what different environments – in stories water. they have heard and seen and forest floor, garden, is space Learn, sing and perform songs Keep self safe ask questions to clarify their Learn to identify the changing and rhymes about weather understanding Enjoy a wide range of books and seasons stories, including non-fiction Use sounds, body percussion Describe, explain and reason Begin to understand the rhythms of and instrumental, to make Understand that information can the year and changing seasonal sound stories about weather Offer explanations for why be found in books cycles things might happen Express their ideas and feelings Begin to write own stories using Notice and observe the effects of about their experiences using sentences, captions and words weather full sentences, including use of about scientific ideas past, present and future tenses Understand and use past tense correctly and vocabulary that relates to the passing of time eg yesterday Use language to reflect on what they discovered, found out or learned

Guy Fawkes

Then and Now Learning to understand the passing of time is challenging for our EYFS children who have only a few short years in which to base their experiences, knowledge and understanding. Learning will, as far as possible, be practical and hands-on with children moving from the familiar to the past by being able to talk about their families, handle artefacts, look at pictures and photographs and through stories. Children will develop an understanding of the passing of time, what happened in the past, present and future and be able to talk about these events. They will be able to talk about their own growth and development, events they have experienced such as birthdays and the ages of the various members of their families, beginning to develop an understanding that life was different for their grandparents. Links to times past will be made through discussions about stories, rhymes, music, characters, dinosaurs and fossils, famous people and festivals such as Bonfire Night and Remembrance Day Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? PSED Communication & Physical Development Literacy Maths Understanding the World Expressive Arts & Design Language Have a sense and Listen attentively and respond Use fine motor and pencil Learn and use key vocabulary Mathematical links will be I can remember and talk about Represent ideas through understanding of self in to what they hear with control skills to draw or paint made in short and medium significant events in my own life drawing relation to other relevant questions, comments to illustrate observations Listen attentively to stories when term planning where and the lives of people familiar to members of their family and actions during discussions they are read aloud appropriate and relevant me Observational art to support and small group interactions; Use pencil control to form explanations, observations, Know their age and letters and write words Respond to key ideas of past and Begin to understand a time- Develop an understanding of the noticing understand what this Make comments about what present in stories line - ordering events in a passing of time means they have heard and seen and Use fine motor skills and day, week or in their life – Learn, sing and perform songs ask questions to clarify their control to handle objects or Enjoy a wide range of books and first, then, next, last Begin to understand the concept of and rhymes from the past Can identify similarities understanding gently and with care stories, including non-fiction ‘past’ through stories, and differences between celebrations, artefacts, pictures and members of their own Describe, explain and reason To manage body to stay still Understand that information can trips and visits family eg age and and quiet to observe and be found in books experiences Offer explanations for why concentrate things might happen Discuss ideas and meanings in Recognise events which stories in relation to their own Explore artefacts, photographs and are important to them Express their ideas and feelings personal experiences and their pictures commenting on similarities and can say why about their experiences using understanding and experiences and differences in the present day full sentences, including use of of the wider world past, present and future tenses Remember and talk about significant events in their own experiences Understand and use past tense Begin to write own stories using Describe an event or family correctly and vocabulary that sentences, captions and words member from their past that is relates to the passing of time about scientific ideas important to remember eg yesterday, long ago Compare and contrast characters Begin to understand the past Use language to reflect on from stories including figures through settings, characters and what they discovered, found from the past. events encountered in books read out or learned in class and storytelling Begin to understand the past through settings, characters and events encountered in books read in class and storytelling



Maths Masters! We teach Number across our Early Years provision using a mastery approach with the intention of creating confident young mathematicians who enjoy number activities. We employ a creative, practical, hands-on but systematic approach to number centred around the development of the foundations of mathematical learning, deepening their learning as they develop conceptual understanding and beginning to encourage fluency, reasoning and the ability to apply their knowledge and understanding to solving problems. Together with regular, discrete teacher-led activities, mathematical learning is deeply embedded within our provision, from our daily routines to our interactions with children as they work and play, not only in number but across the other mathematical disciplines of shape, space and measure. Where appropriate we make every effort to weave mathematical ideas and activities into our curriculum themes so that they are based in real-life, practical situations and applications. From Nursery into Reception we present number learning to the children through the use of our ‘NumberLand’ programme which is grounded in the strong principles of a mastery approach. Its resources, activities and progressive, systematic approach ensures that the children gain an excellent understanding of numbers within ten by the end of their Reception year and with confidence and enjoyment of number to develop their learning within the National Curriculum. Assessment end points linked to EYFS Framework – what will most children know, understand and be able to do by the end of EYFS? Subitising Numerals, Counting & Comparing Composing Cardinality Conceptual Perceptual Begin to specify the numerical difference between Adding/Subtracting Multiplying/Dividing Uses structures such as Developing understanding of ordinality, quantities up to 10 10 frames to recognise Beginning to notice and cardinality & nominality Begin to work out how many more/less Understand ‘add’ and ‘take away’ larger quantities name parts in the Understand and explain equal/unequal up to 10 Understand ‘part-whole’ relationships whole Saying number words in sequence to 20 and with objects Understand groups/numbers are made up of Developing concept Use subitising skills in beyond Understand cardinal values of numbers and smaller groups/numbers images of quantities other contexts compares using counting Partition groups into equal or unequal sets (shares) Recognise & order numerals to 10 and beyond Understand one more/one less relationship Partition a quantity into its composite parts—finds Developing concept of Perceptual subitising to between sequential numbers possible permutations understanding that they all doubling 4 in regular and Saying numbers to 10 forwards and backwards, Compare collections up to 10 by matching 1:1 make the same total irregular arrangements knowing what comes before and after Understand same/different (equal/unequal) with Understand how to find a result & can apply Use subitising to notice Name small collections very small amounts strategies the ‘parts’ in the Make small collections Understanding conservation Develop an understanding of the number of things Solve problems using subitising and uses structures ‘whole’ Recognising ‘more compared to the size of things such as 5 & 10 frames, numicon than’/lots Count and ‘count out’ sets accurately to ten Use 1:1 correspondence Represent and solve simple addition and Knowing number bonds Recognise small Understand one/many(not one) subtraction problems using a range of strategies within five —not by quantities Understand value of each numeral to 10 Develop an understanding of more than/less or including partitioning and rearranging parts rote without Noticing, ‘seeing’ and fewer than—perceptual comparer Begin to use appropriate vocabulary, skills, understanding— talking about—using Understand & recognise equal/inequal quantities Sort and classify—eg small things/large things knowledge, strategies & understanding of number memory not language skills to explain, reason, justify and prove memorisation Keep track of objects that have/have not been Begin to add on objects to make one number into counted even in random arrangements another without needing to count from one or Match ‘numeral to quantity’ and ‘quantity to sometimes without needing to count at all, using numeral’ visual or concept images (subitising) Represent quantities to 10 & beyond using Fluency— Learn basic combinations & recall facts structures such as numicon or 10-frames within five and beginning to do same within ten – Begin to understand and separate the tens and this is based on learning, developing maths skills, ones part of a number word & begin to relate each understanding of mathematical relationships in part of a number word/numeral to the quantity to terms of composition and the concept images they which it refers have built - in an integrated manner and not just by rote.– memory not memorisation

Learning to Read and Write At Ellesmere Primary School, we believe that reading and writing are essential life skills and that no child should leave our school being unable to read or write well. Reading is a fundamental skill which supports all other areas of learning and aids our pupils in becoming successful lifelong learners. Learning to read and write begins with the acquisition and practice of the skills necessary to understand the meaning behind printed words, that is, being able to understand the alphabetic principle that letters represent the sounds of speech (phonemic awareness) which can be written down and read (phonics). We believe that these skills need to be taught directly, explicitly, consistently and systematically so that children not only become fluent readers but willing writers. We use the Read Write Inc phonics programme across our school to teach children the mechanics of reading and writing. However, we are also firm believers that “reading and writing float on a sea of talk” (James Britton, 1976) and we place an extremely high value on encouraging and promoting talk and, hence, good underpinning language skills throughout our Early Years provision. We are pleased to direct you to our information on Early Reading on our web-site.