Part of the Glyn Academies Trust

Froebel Class (Nursery)

Froebel Class 
Class teacher: Mrs Clark 
Learning Assistants: Miss Mellowship and Miss Ciballii 
This term: 
Our STEAM Focus this term is Science, and we are exploring this question across the school: Can I develop an understanding of the living world around me? 
In class, we will be learning about what a living thing is.  We will be looking at how we have changed in our own lives and how our family members have changed too.   As a class we will also be exploring the life of cycle of a butterfly, observing tiny caterpillars and watching them grow, form a chrysalis and emerge as a butterfly.  The children will be exploring pattern and making butterfly artwork.  Children will be able to talk about their observations of pattern and changes over time.   
Curriculum Prioritisation: 
Over the rest of this academic year, we will be focusing on the prime areas of learning (communication and language, physical development and personal, social and emotional development) these are vital helping prepare our children for the next stage of education. In Froebel we will be developing our understanding of the different rates children develop, we will adjust our practice appropriately. The three characteristics of effective teaching and learning are, play and exploring, active learning and creating and thinking critically. 
Year group information: 
The Four EYFS Principles  
The statutory framework is based on four guiding principles which shape practice in our Early Years Classes. These are:  
1) A Unique Child  
2) Positive Relationships  
3) Enabling Environments  
4) Learning and Development 
We are fully committed to the purpose and aims of the Statutory Framework for the Early Years Foundation (2014) which clearly states:  
‘Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.’  
Our Early Years Foundation Stage aims to create a happy, caring, secure and stimulating environment for all children; we do this through: 
Encourage confidence, independence and a desire to learn; (having quality interactions and provision through our Steam Curriculum) 
Focus on the development of every child as an individual, valuing and building on their previous experiences and responding to their individual needs; (Objective led planning) 
Work in partnership with parents and carers; (daily communications at drop off and pick up, Tapestry, Class Dojos, the weekly newsletter and twice a year parents evening meetings) 
Develop in children an enquiring mind, an interest in learning and an enthusiasm for the next stage of school life; (cultural capital and the characteristics of learning embedded in our STEAM curriculum) 
Provide good foundations for later learning; (RWI phonics STEAM links to the EYFS Curriculum) 
Encourage good social relationships, developing self-esteem and respect for others. (zones of regulation)  
The Early Years Foundation Stage is the statutory curriculum for children 0-5 For us, the EYFS covers our Nursery and Reception classes. Our curriculum challenges and inspires our children, encouraging them to develop into independent, motivated learners who are curious about the world around them. Our children are nurtured within a secure environment, whilst being allowed to explore, enquire and take risks both inside and outside of the classroom. Our children make rapid progress within a child centred context allowing a smooth transition into Key Stage 1.  
It is essential that the transition into school, whether that be into Nursery or Reception, is a smooth and successful one. We, therefore, offer a home visit in September, before they start school. This allows both the child and the parent to meet the teacher in the security of their own home environment. 


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