At St. Mary’s CEP, we aim to provide a broad and balanced curriculum which will enable each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to his/her full potential.  Each child is valued as an individual and teaching and learning is based on the understanding that children develop at different rates.

At St Mary’s CEP we aim to:

• provide opportunities for children to learn through planned, purposeful play in all areas of learning and development
• provide a safe, challenging, stimulating, caring and sharing environment which is sensitive to the needs of the child, including children with additional needs
• use and value what each child can do, assessing their individual needs and helping each child to progress
• enable choice and decision-making, encouraging children to think critically fostering independence and self confidence
• work in partnership with parents/guardians and value their contributions ensuring that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability have the opportunity to experience a challenging and enjoyable program of learning and development
• provide experiences for all children, whatever their needs, which are inclusive rather than parallel
• provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for future learning and development in Key Stage 1 and beyond

The EYFS is based upon four principles:

1. A Unique Child:

We value the diversity of individuals within the school and do not discriminate against children because of ‘differences’. All children at St Mary’s CEP are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school and we believe that all our children should be given every opportunity to be successful.  We aim to do this by taking account of our children’s range of life experiences when planning for their learning.

In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic background.

At St Mary’s CEP we aim to provide all pupils, regardless of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability, equal access to all aspects of school life and work to ensure that every child is valued fully as an individual. Practitioners, as role models, are aware of the influence of adults in promoting positive attitudes and use that influence to challenge stereotypical ideas.

2. Positive Relationships:

At St Mary’s CEP we recognise that children learn to be strong and independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.

We recognise that parents are children’s first and most enduring educators and we value the contribution they make. We recognise the role that parents have played, and their future role, in educating the children.  When the children start school we aim to form meaningful relationships with children and parents quickly and effectively.  We hope that the setting is a place where parents feel comfortable to ask questions share feelings, ideas and opinions.  We recognise that we should celebrate families and diversity.  We understand that the children are at different stages within the Early Years Foundation Stage and value parent’s perceptions of the setting.  With the guidance of the EYFS framework we aim to make them feel involved as partners in learning. 

We do this by:

• Providing a range of activities (including Stay & Play sessions) to enable a smooth transition from pre-school and successful induction to school.
• Offering informal and formal times to talk and provide parents with information about their child’s progress, and encouraging parents to talk to their child’s teacher about any concerns they may have.
• Welcoming the children and parents each morning.
• Providing contact books for parents and child to record special times and achievements at home, which they can share in school. Notes are made in children’s Reading Records and Home Learning books.
• Providing events and workshops that offer parents the opportunity to find out more about the teaching and learning in the Reception Year at St Mary’s CEP.
• Keeping parents informed through displays, notice boards, newsletters and the school website.

3. Enabling Environments:

At St Mary’s CEP we recognise that the environment plays a key role in supporting and extending the children’s development. We aim to create an attractive, welcoming and stimulating learning environment which will encourage children to explore, investigate and learn through first-hand experience. We also aim to make it a place where children feel secure and confident, and are challenged to develop their independence.  Activities are planned for both the inside and outside environments.   The rooms are set up in learning area workshops, which encourage quiet areas and more active areas within the indoor and outdoor learning environments. Here children are able to find and locate equipment and resources independently. The Early Years have their own enclosed outdoor classroom. This has a positive effect on the children’s development; being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children opportunities to explore using their senses and be physically active and exuberant.  We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning.

4. Learning and Development:

 At St Mary’s CEP we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter-connected.  We aim to deliver all the areas of learning through planned, purposeful play, with a balance of adult-led and child-initiated activities that encompass the three main characteristics of learning: Playing and Exploring, Active Learning and Creating and Thinking Critically.