EYFS

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At Kippax Greenfield Primary School, our vision is to nurture children’s natural enthusiasm to learn in a safe, caring and stimulating environment where they can become inquirers. By understanding what our children already know, we inspire learning through excellent play opportunities and a passion for bringing a rich and varied curriculum to life. Every child is unique and should be treated so, allowing them the opportunity to develop and learn. Thoughtfully planned learning opportunities aim to lead the children towards self-motivation and challenge, resilience, open mindedness and reflection. We are committed to working in partnership with parents and carers in order to give our children the best possible start to their school life. In demonstrating care, respect for others and for themselves, the children will develop an attitude that will ensure their well-being now and success in the future.

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. (‘The Statutory Framework for the Early Years Foundation Stage.’ DfE March 2014).

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. In our school all children join us on a short, phased introduction at the beginning of the school year in which they are five.

The EYFS is based upon four principles:

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • children learn to be strong and independent through positive relationships;
  • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;
  • children develop and learn in different ways and at different rates.
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