I am delighted to be joining to be joining the wonderful team at St Mary’s School as the Early Years Teacher, having previously taught in a school just outside Oxford. I completed my degree in Early Childhood Studies and my PGCE, specialising in Early Years at the University of Warwick.
I am passionate about creative teaching and never fail to be amazed at what children can achieve.
I am excited to be part of the learning journey of such wonderfully enthusiastic children. I am enjoying working with a small team of Early Years professionals creating a stimulating environment where every child is motivated to learn and happy at school .
In my spare time I enjoy woodwork and upcycling pretty much anything I can get hold of, and using all sorts of tools to see what I can make.
Fledgling Class is where our Foundation Stage (Reception, Pre-School and Nursery) children are nurtured and educated. The aims of our Foundation Stage are to:
Support children to make a planned, confident transition from home to school
Provide a happy, caring, safe and secure environment for learning
Plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
Support children to become competent and confident learners so they are able to reach their full potential
provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
Foster positive home school links with parents and other care providers.
Following the Early Years Foundation Stage (EYFS) framework,which describes the seven areas of learning and development which “must be implemented through planned, purposeful play”, we ensure high standards of early education and care that will reassure parents that their child’s development is being fully supported. The EYFS framework underpins all future learning by supporting and fostering the children’s personal, social and emotional wellbeing.
The EYFS framework requires the adults working with our Foundation Stage children to “respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.” We have a dedicated team of caring adults who get to know your child well, especially what excites and engages them. This quality relationship results in high levels of well-being and involvement for children in the Foundation unit. With high levels of well-being children gain independence and confidence and their natural curiosity is encouraged at all times. Adults support positive attitudes and dispositions towards learning and promote learning through play. Adults’ positive and thoughtful interactions, alongside the high quality environment and open ended resources available to them results in St Mary’s children receiving the best start to their education.
The Foundation Stage Unit has a workshop style environment indoors and outside. This means that in all areas of the classroom, indoors and out, the resources are available and accessible to the children at all times, but nothing is set out. We encourage all children to listen, talk, sing songs and rhymes, and express themselves and to communicate with adults and children. Sharing ideas and feelings is important to us all and is the basis for all learning. All children will be given the opportunity to play outside throughout most of the day whatever the weather.
We run a café-style snack. This means the children do not have snack as a whole group but sit down at the table when they are hungry, and when there is a space. We begin snack at 9.30am and all the children have usually eaten by 10.45am. Children are offered (and encouraged to pour themselves) milk or water and are offered fruit to eat. Snack time is monitored by an adult so we can ensure that all children have a drink at least.
Additional information about the Early Years is available on the Foundation Years website.
Everything in school is carefully planned and structured to support your child's development. We provide a wide range of experiences as children need to be actively involved in exploring and discovering the world around them. Children communicate in all play situations - sand, water, role play area, stories, construction, outside play, to name but a few. Our planning is based around broad topics which allow us to follow children’s interests, and we maintain high levels of engagement through ‘in the moment’ planning alongside highly responsive maths and phonics planning. Planning in the moment is all about seizing the moment for children to progress. This means that the practitioner needs the skills to be able to see the ‘teachable moment’ from the child’s perspective and be skilled enough to know when to intervene and when to stand back and observe. We work this way
because research has shown that high-level involvement and learning occurs in child-initiated activity.
The Early Years Framework (2014) states that “Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.” Planning in the moment fully allows this to happen and encourages the children to pursue their own interests. Planning in the moment means that the learning environment, both the indoor environment and outdoor environment, constantly needs to be reviewed and adapted to ensure there remains challenge and variety. In this way, children’s levels of involvement remain deep. Involvement refers to be being intensely engaged in activities and is believed to be a necessary condition for deep level learning and development.
Each practitioner records what they have done to help the children progress each day in either the spontaneous planning record sheet or on the iPad application 2Simple.