Growing Greatness at Greenfields
Respect, Responsibility, Resilience, Collaboration, Aspiration
Growing Greatness at Greenfield

Our Early Years Intent:
Our vision, ‘Growing Greatness at Greenfield’ is at the heart of our school curriculum. We want our children to achieve life-long knowledge and skills across the full breadth of subjects, and to be equipped with the communication skills and personal attributes to enable them to be successful global citizens. At Kippax Greenfield, we believe that our Early Years is the foundation of our school and so we begin this journey from the very moment we meet our children and their families.
Our Early Years Foundation Stage has been designed to nurture the natural curiosity, talents and attributes brought by each unique child in a safe and stimulating environment. We want our children to be proud of their own background and culture, while also being inspired by the wonder of the world and all it can offer.
We believe that play allows our children expression and the freedom to become the explorative, curious, independent, questioning, experimental, critically thinking learners that they are. Play is an integral part to our children’s early years’ education and is nurtured and celebrated by all staff involved.
“Play is the highest form of research” – Albert Einstein

Our Great Greenfield Five Values underpin our Early Years vision –
Respect – respectful relationships are central to our approach to early years. We teach our youngest children the skills of respect and kindness, modelling these expectations in our relationships with all adults and children.
Resilience – we teach our children how to manage challenge and provide them with the resources and skills needed to overcome their own challenges in the classroom. This is modelled and celebrated through our ‘Plan, do, review’ approach.
Responsibility – we promote self-motivation and the consideration of our actions, including the impact on learning, by working hard and trying our best at all times. Children take responsibility for the care of their environment, their own actions and their own choices.
Collaboration – we believe that we are better together and therefore provide plenty of opportunities for children to work together, including opportunities to work with older pupils. We model and celebrate team work and good communication skills in our provision areas, teaching our children how to be a good team member.
Aspiration – we believe that our children can do anything that they put their mind to. We use a mix of well-loved books/stories and the children’s interests to ignite their thirst for learning in the early years and encourage them to become authors, scientists, artists and much more.

Our Early Years Implementation:
Our Early Years curriculum is taught through a combination of child-led and adult led learning opportunities and has been developed into a 2-year rolling programme in line with our whole school mixed age approach. It is organised under whole school themes so that the content is taught under one overarching topic. Each topic has been carefully planned to cover all of the 7 areas of learning across each half term. St
The 7 areas of learning are:
Prime areas
• Communication and Language
• Personal, Social and Emotional Development
• Physical Development
Specific areas
• Maths
• Literacy
• Understanding the World
• Expressive Arts and Design
The topics are planned around 3 core texts per half term, which have been chosen for a number of reasons, including the quality of the text to support the teaching of language and vocabulary. Our topics are influenced by the interests and prior knowledge of the current cohort. It is important that our children have a ‘voice’ in our classroom and we therefore include them in the process of deciding what they will learn, beginning each new topic by asking the children what they already know and what else they would like to find out. We call this, “Greenfield Glitter,” because it brings increased engagement as well as the awe and wonder of learning. 

Adult led learning

In Reception, we follow the whole school approach to focussed teaching, giving children opportunities to retrieve previous learning before they begin their new learning. New learning is modelled during our plan, do, review sessions, providing children opportunity to practise with support before having a go independently during choosing our own learning time. Skilled-adults support key learning in the environment through quality interactions, using their knowledge of each unique child to support or challenge where appropriate. Plan, do, review sessions provide children with opportunities to use language to articulate their learning, as well as being reflective, resilient and independent learners.
Literacy is taught through a combination of explicit communication and language teaching and our systematic synthetic phonics programme – Read Write Inc. From September 2022, the “Talk for Writing” approach will be used to develop writing skills across a range of genres.
Read Write Inc is taught daily in small groups from Reception through to the end of Year 2. Each small group receives precision teaching based on their individual starting point, and we expect progress to be rapid and sustained.
During our communication and language ‘magic of story’ sessions, each core text will be delivered over a 2-week period, focussing on listening and attention, comprehension and the key language and sentence structures offered by the text. The focus of these sessions is to develop communication and language skills as well as a love of reading.
Maths is taught on a daily basis through a mastery approach using White Rose Maths. Maths opportunities are modelled during maths lessons so that children can practise the key skills independently during provision time.

Child-led learning

At Kippax Greenfield, we recognise the environment as the “third teacher”; meaning that it plays a key role in supporting and extending our children’s learning and development. The role of both the indoor and outdoor environment, in combination with the reflective curiosity that we nurture in our children, provides limitless opportunities for our children to make choices about their learning and to develop their skills and knowledge in all areas of the curriculum. Our environment is under constant review and adaptation and moves fluidly, depending on what our children need and become interested in as each day passes.
We provide our children with the opportunity to learn both indoors and outdoors every day.
Our provision is made up of various different areas to support the holistic learning and development of our children. Children are free to move resources around the learning environment to suit their play needs and encourage independence and problems solving skills. It is designed to allow our children to make independent choices about their learning, allowing them to make mistakes in a safe environment. Enhancements are planned for children to consolidate and retrieve their previous learning.
Additionally, our outdoor provision provides an abundance of alternative learning opportunities. Reception children have access to their own garden offering our children opportunities to connect with nature, explore, develop critical thinking skills, be creative on a larger scale, develop physically and develop and compassion and respect for our environment.

Relationships in Early Years

Children thrive when their emotional needs are met. At Kippax Greenfield, we begin by allocating every child with a key person. The key person is chosen based on observation of relationships in the early days. This allows children to develop deep secure relationships with an adult in the setting, who is there to listen to them and support their needs and interests. This is also the key contact for parents, supporting the development of relationships with the whole family.
Parents are encouraged to be a part of their child’s education in school, through the use of Dojo and termly newsletters. Parents can see and contribute to the assessment and learning of their child through Tapestry and can upload their own observations from home. Parents are invited in to learning consultations twice a year, plus a number of in school stay and play sessions throughout the year.
Staff work closely with other agencies, including previous settings, SEND and the Year 1 teacher, to support the needs of each child coming in to school, throughout the year and when moving in to year 1.



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