Useful Links

Useful Links

  • Reception Intake 2021 - We are delighted to announce we are holding Open Mornings for the Reception Intake 2021.  Please call 01980 625944 or email admin@amesburyarcher.wilts.sch.uk to book your slot.  Dates are Monday 9th November, Tuesday 10th November, Wednesday 11th November and Friday 13th November.  We look forward to hearing from you.

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Early Years Foundation StagE

 The Early Years Foundation Stage at Amesbury Archer

Intent

At Amesbury Archer Primary School, we believe that the Early Years Foundation Stage is crucial, in securing the solid foundations required for children to build new skills upon throughout the school.

Our ‘Aim High’ ethos, ensures that there are no limits to the children’s learning, with the expectation that all children will make good progress from their starting points, and no child will be excluded or disadvantaged. Learning begins as soon as the children start, particularly in phonics and counting, so that they are moving forwards immediately.

We place a high priority on building strong partnerships with parents and carers, so that children can flourish and become independent learners, both at school and home.

We want our children to be confident and motivated, so we ensure that they are happy, feel safe, and have their days filled with adventure and challenge.

Our historical footprint of the Amesbury Archer has influenced our unique set of learning words. These are introduced and modelled by the adults, so that the youngest ‘Archers’ in our school, are prepared for the learning and challenges ahead of them.

A - Aspirational – do your best.

R - Respectful – be kind and thoughtful to other children, adults and property.

C – Curious – ask lots of question.

H – Honest – tell the truth.

E – Enthusiastic – enjoy and have fun.

R – Resilient – never give up!

 

Implementation

The Early Years Foundation Stage Curriculum – Development Matters, is used as guidelines to plan our effective learning opportunities. The children develop skills, knowledge and understanding, through playing and exploring, active learning and creating and thinking critically. There are 7 areas of learning which are divided into:

Prime Areas – Personal, Social and Emotional Development, Communication and Language and Physical Development.

Specific Areas – Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

These 2 areas are then broken down further into 17 aspects – each with age related developmental stages – aiming towards achieving Early Learning Goals at the end of the reception year. The children are assessed at the end of the year, to see whether they are ‘emerging’, expected’ or ‘exceeding’ against all of the 17 Early Learning Goals. This is used to inform their transition into Year1.

Prime Area – Personal, Social and Emotional Development

 Prime Area – Communication and Language

 Prime Area – Physical Development

     

Specific Area – Literacy

                                 

Specific Area – Mathematics

 

Specific Area – Understanding of the World

                                        

Specific Area – Expressive Arts and Design

                                

Phonics

Topics

Our learning environment, both indoors and outdoors, enriches and enhances the curriculum on offer. The children will experience a day that includes, continuous provision play opportunities, adult-led activities and whole class teaching. We build on what the children already know and can do, through activities that motivate and interest them.

Through play, our children are encouraged to explore and develop an understanding of the world around them. We want them to practise their new learning, put their ideas to the test, develop their social and communication skills and have the opportunity to think creatively.

Assessment is an integral part of teaching in the EYFS, and we ensure that the cycle of observation, assessment and planning for progress, is kept at the heart of the curriculum. It is used to extend the children’s thinking and embed their learning.

Children with SEND, like all children, have quality first teaching throughout their day. They will have 1:1 adult support (teacher or TA) where required, and activities may be adapted, so that they can access all learning. Additional equipment or resources will be used for specific needs, for example i-pads, wobble cushions, pencil grips. Speech and language sessions are timetabled and led by a specialised TA.

A strong partnership is formed with our parents, starting with a robust induction process, including home visits. This is then followed throughout the year by a series of ‘stay and play sessions’ in phonics, maths, science and writing, and information talks after school.

 Impact

 

  

           

 

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