Early Years
Your child’s metacognitive learning journey begins here at Edgware Early Years!
“The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination." Don Williams, Jr.
Early Years statement of intent:
Most children have their first experience away from their immediate family when they join us in our Early Years setting. We provide a safe and nurturing space for children to play and learn together. We teach children core skills: personal and social development; communication and language, creativity, early literacy, maths and problem solving; physical development and self-care whilst providing a broad range of experiences. We help children identify what they are good at and what they need to do next.
Learning takes place in a free flow, inside and outside the classroom as both areas are important for development.
As a Thinking School, we strongly believe developing the characteristics of learning are fundamental to children on their life long journey of becoming self-regulated learners. We therefore provide an enabling, challenging and creative environment. We ensure it is language rich, inspiring and creating independence, reflection, curiosity and critical thinking.
Children are powerful learners. Every child can make progress with the right help. We provide adaptive learning experiences. Our teaching and learning is carefully organised to ensure we make a difference to each child's development. We use guided play and quality adult interactions. Adults are skilful in spotting 'teachable moments' so that learning is enhanced. Staff are intentional and know what they are working to develop with each child. There is a range of adult led and child initiated activities. We pique children's interest with a range of activities either through planned topics or developing their curiosity. We want children to experience 'awe and wonder' as they engage in learning and play. Where children are identified as needing extra support, we identify what they need, through precise assessment, and then plan for this. Planning is informed by a mixture of what we know children need (adult focused) alongside what children want (child led). Although we have plans, we are flexible and happy to adapt within them.
Our curriculum goals fits with the needs of our community. We have a strong focus on language development, a love for reading and development of independence. We have created a carefully planned, sequential and progressive curriculum with clear goals for every term and milestones for the end of each year. Each year we deepen and broaden knowledge, skills and interests. English and maths learning is also sequential. New concepts are built on solid foundations.
We encourage children in these overarching areas:
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 |
 |
 Communication |
 Reading |
 Independence |
We encourage and work within the Effective Characteristics of Teaching and Learning:
Playing and Exploring- I investigate and experience things and 'have a go'
Active Learning- I concentrate and keep on trying even when I encounter difficulties, I enjoy achieving.
Creating and Thinking Critically - I am learning to develop my own ideas, make links between ideas, and develop strategies for doing things.
Our Curriculum goals, form the basis of our broad and balanced curriculum, widen children's skills and knowledge and ensure children are ready for the National Curriculum.
Our staff are warm, caring, have leaps and bounds of enthusiasm and have very high expectations of the children.
We work in co-production with our parents to ensure children are happy, well supported and thrive whilst they are with us. We ensure parents know what we are doing and how their child is doing. We guide parents, showing them how they can support their child's learning and development at home.
All children make strong progress from their starting points. Children feel safe and secure and are happy coming to school. Learning is a real mixture of interests and topics and as children grow in confidence and knowledge, we begin to see more of the children coming forward with interests, questions and love for something. Children develop more independence in their communication, expressing themselves more clearly and concisely. Children mature and understand how to behave within the environment. Children become more independent with key everyday tasks. Children leave Reception being able to read simple texts and talk about stories; they have a good understanding of phonics. Our curriculum feeds into Year One and we use a transitional curriculum that ensures that no child gets left behind. We continue to use precise assessment to ensure that any child identified as not working at expected levels, receives targeted support.
Our relationship with parents is good. They feel supported, happy and confident with their child's first experience of school.
We regularly celebrate success and children leave our Early years ready for Year One, on their journey to being well rounded individuals who can achieve success both academically and socially.
DFE Development Matters Curriculum
DFE Guidance: Early Years Foundation Stage Framework