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Cedar Park School

Be Kind. Be Inspired. Believe.

EYFS

Welcome to the Early Years Foundation Stage (EYFS)

 

 

Welcome to all our Cedar Park children and their families.

We look forward to an action packed half-term full of fun learning.

Please see a member of staff if you have any questions.

 

Mrs Franek and Mrs Van

 

 

The EYFS Team:

 

Mrs Franek - Nursery teacher, Forest School and Early Years Lead 

Mrs Van - Reception teacher

 

and our fantastic teaching assistants:

 

Nursery based

Miss Moore (Monday-Friday)

 

Nursery based

Miss Calam (Monday-Friday)

 

 

Reception based

Mrs Warner TA and EYFS PPA teacher cover 

 

 

 

 

 

 

 

 

Our Spring 2 topic is:

 

‘Growing’

 

We are looking forward to an action-packed half-term full of fun learning.

 

 

Week 1: We will be talking about caterpillars.

 

Key text:

Nursery and Reception: ‘The Very Hungry Caterpillar’, by Eric Carle.

In addition, both classes will all be looking at non-fiction texts (book page and PowerPoint format examples) about the life cycle of a butterfly.

We will be discussing features of non-fiction books e.g. bold titles and sub-headings, photographs, bullet or numbered points, labels and captions.

 

 

When a tiny caterpillar hatches from an egg, the first thing on his mind is food - so off he crawls looking for something to eat.

 

Over the course of a week, the tiny caterpillar munches his way through all sorts of delicious goodies. Starting with an apple on Monday and working his way through pears, plums, strawberries and oranges by Friday, he leaves a small, caterpillar-shaped hole in each fruit to show where he’s been.

 

But by Saturday, the caterpillar is still hungry; so he gorges on everything from chocolate cake to salami until finally he is not only full but has a tummy ache! And then the most amazing thing happens, as the caterpillar is transformed into a beautiful butterfly.

 

 

Can you:

Recall the days of the week?

Retell the story in your own words?

Draw the life cycle and add some labels or a sentence?

Paint a butterfly with symmetrical wings?

 

What is the life cycle of a butterfly?

Make a list of the foods you enjoy eating or a shopping list.

 

Weeks 2 and 3:

 

Key texts:

Nursery: ‘Jasper’s Beanstalk’ by Nick Butterworth.

Reception: Read to Write scheme ‘The Extraordinary Gardener, by Sam Boughton.

 

Jasper has some exciting adventures. 

 

Jasper’s Beanstalk, by Nick Butterworth, is a delightful story about a cat named Jasper who finds a bean, plants it and impatiently waits for it to grow.  His gardening techniques leave a lot of room for improvement but eventually he grows a magnificent beanstalk.

 

We will be learning about the life cycle of a bean.

Can you draw a picture of a beanstalk or make one with junk materials?

Find out how to grow a bean.

 

 

Week 4:

 

Key text:

Nursery and Reception: The traditional tale ‘Jack and the Beanstalk’.

 

We will be talking about Jack's adventures. Who are the other characters in this story? Who planted the beans in Jack's garden? Why was Jack's mummy cross with him? If you had some magic beans, where would you plant them? Why was the cow so important? What would you like to find at the very top of a giant beanstalk?

 

 

We will be talking about the story setting, characters and key phrases, encouraging different character voices.

 

Can you:

 

Draw a beanstalk or a story map and label it?

Draw some magic beans?

Write a speech bubble for one of the characters in the story?

Write a sentence about your favourite part of the story?

Retell the story in your own words? 

Make your own pretend beanstalk using what you have at home?  Who would live at the top of your beanstalk?

 

Would you like them to grow into a beanstalk or something else?

 

 

Week 5:

 

Key texts:

Nursery: The traditional tale ‘Goldilocks’ (this supports our maths scheme learning).

Reception: The life cycle of a chicken.

 

Can you describe the different sizes of the bears? What were the order of events when after Goldilocks went inside the Bear’s cottage?

 

Week 6:

 

Key texts:

Nursery and Reception: various Easter themed stories.

 

We will be learning about the religious festival of Easter by focusing on the celebration of spring arriving and bringing new life, leaving the cold winter behind.

 

Can you describe the shape of an egg?

How many signs of spring have you noticed? Draw them or make a list.

Name some spring flowers.

 

For further information about our learning, please look out for our half-termly EYFS Curriculum Newsletter which will shortly be available and located at the bottom of this page, in addition to our Tapestry posts.

 

Please feel free to add any learning in your child's journal on Tapestry. 


Mrs Franek and Mrs Van

 

 

EYFS Phonics:

We follow Supersonic Phonics Friends:

https://www.supersonicphonicfriends.co.uk/

 

Nursery:

Maths 

https://masterthecurriculum.co.uk/nursery-maths-scheme/

 

Reception:

Power Maths

https://www.pearson.com/international-schools/british-curriculum/primary-curriculum/power-maths.html

Read to Write

https://www.literacycounts.co.uk/readtowrite

 

 

Other schemes we use in EYFS:

 

3D PSHE

https://dimensionscurriculum.co.uk/product/3d-pshe-early-y

 

Art

https://www.accessart.org.uk/primary-art-curriculum/

 

Developing Experts (Science) - EYFS planning overview will be available shortly 

https://www.developingexperts.com/

 

Music

https://charanga.com/site/

 

PE

https://pe.getset4education.co.uk/

https://pe.getset4education.co.uk/lesson/eyfs/introduction-to-pe-unit-1?years=1006,1007

 

 

 

 

 

 Further information about the EYFS can be found on 'Parent Zone' -  'Information for EYFS Parents'.

 

A weekly guide:

Wednesday (return day)
Reading and shared (wordless) books, reading records and library books:
These need to be returned so they can be changed and ready to go home every Friday. 
Nursery children will not have a shared book until after half-term.

 

Friday (going home day)
Reading and shared (wordless) books and reading records:
Books go home. Please make a short comment about your child's reading and interest in their book/s. If you have any queries, please come and see us.

Reading books and records should be kept in your child's book bag every day as they may be shared with an adult in school (see above for return details). 

Reception children - books will not be sent home until week 4 (29.09.23) 

 

Nursery children will not have a shared book until after half-term.


Library:
We have a fantastic school library with an excellent range of picture books for our EYFS children to enjoy choosing from and to share with their family at home. 
We plan to visit the library every Friday to select one book to bring home every week. Please make sure that your child's library book is returned after five days (the following Wednesday morning). Unfortunately, we are not able to issue a new book unless the previous one has been returned. 

 

PE:
Children wear their PE kit to school for the day. They can wear shorts or their usual jogging bottoms with their House T-shirt. 
 
 

 


General Information:

 

Our Philosophy

 

At Cedar Park School, our philosophy is to value every child as a unique individual, who enjoys learning and thinking for him or herself. Our aim within the Early Years Foundation Stage is to provide a happy, safe and stimulating environment, which allows all children to feel secure and valued and therefore ready and eager to learn. We provide a supportive and secure environment in which every child can flourish and learn at their own pace and in their own individual way. Our role is to stimulate and encourage their development and enjoyment of learning through a variety of different activities, both adult directed and child initiated in secure indoor and outdoor situations. 

 

We believe the relationships which the children develop in the Early Years, with each other and with our staff, are central to their happiness and will lay the best possible foundation for them to become independent lifelong learners. 

 

Early Years Foundation Stage Curriculum Intent

 

Children in our Early Years phase follow the Early Years Foundation Stage Curriculum, which consists of seven areas of learning. We teach children by ensuring challenging, playful opportunities across both the prime and specific areas of learning. We recognise that all children develop and learn at different rates and so our EYFS curriculum is designed flexibly to meet the needs of all individuals. We support individual learning through our skilful interactions and observations which lead to detailed next step planning. The Characteristics of Effective Learning underpin our curriculum and pupils learning, through an enabling and well-planned environment we ensure we provide meaningful opportunities for playing and learning, active learning and creating and thinking critically. As children utilise and develop these characteristics, they become effective and motivated learners who demonstrate high levels of well-being and involvement.

 

 

Characteristics of Effective Learning

 

The characteristics of effective learning underpin our pupils learning within the Early Years Foundation Stage. The ways in which they engage with others and their environment – playing and exploring, active learning and creating and thinking critically – underpin learning and development across all areas and support children to remain effective and motivated learners. We make judgements about a child's demonstration of the Characteristics of Effective Learning at their particular age / stage of development and whether or not the learning behaviours defined within these characteristics describes the child.

 

 

Leuven Scales of Well Being and Involvement and Well Being

 

The Leuven Scales acknowledge the critical importance of a child’s emotional well-being on the quality and depth of learning. We use the Leuven Scales to indicate a child's level of Well-Being and Involvement at the time of assessment (low, medium or high level). 

Well-being is defined as ‘the state of being comfortable, healthy, or happy’. Involvement is defined as ‘the fact of being involved with or participating in something’. The Leuven Scales support accurate and authentic summative assessment of a child’s knowledge, skills, understanding and learning behaviours.

 

Tapestry

    

We use Tapestry to record children’s knowledge, skills and learning dispositions in individual Learning Journals, and to assess the characteristics of effective learning. It is a consistent and reliable way of demonstrating progress through the EYFS.

 

Through daily observation and interaction, we can build a rich and accurate understanding of each child across all aspects of learning and development. Observations are shared with families. You can share all the wonderful things you do with your child at home using Tapestry, by uploading via the website or App.

 

Whilst we would love to show you all the wonderful things your child has been doing throughout the day, it is not practical as we value the importance of being with the children and not always having a tablet in between us. Therefore, some weeks you will have more observations than others because we have been engaging and playing and didn’t want to stop the flow to take a photograph or video clip. Our observations are then used to support our ongoing assessments on Target Tracker.

 

Assessments are meaningful and impact on our children’s learning and development as we use them to inform next steps, which are personalised and challenging.

 

 At the end of Reception, Learning Journals can be downloaded for you to keep and treasure.

 

 

Forest School at Cedar Park

 

Forest School is a magical place....

 

Forest School is an inspirational process that offers all learners regular opportunities to achieve and develop confidence and self-esteem through hands-on learning experiences in a natural environment with trees.

 

 

Principles Of Forest School:

 

Forest school....

 

Takes place in a woodland setting on site which children cannot access during break times; this supports the development of a relationship between the learner and the natural world.

 

Uses a range of learner-centred processes to create a community for development and learning.

 

Aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners.

 

Offers learners the opportunity to take supported risks appropriate to the environment and to themselves.

 

Thank you for your support.

 

Please feel free to ask if you have any questions.

 

Mrs Franek (Forest School Lead)

 

 


Further information about the EYFS can be found on 'Parent Zone' -  'Information for EYFS Parents' and on Tapestry.

 

https://www.booktrust.org.uk/books-and-reading/tips-and-advice/reading-tips/

 

Being Safe Online:

 

 

 

 

 

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EYFS Curriculum News - Spring 2 2024

EYFS Curriculum News - Spring 1 2024

EYFS Curriculum News - Autumn 2 2023