Raising Aspirations

At Holy Trinity Primary School we offer a curriculum rich in memorable, cultural experiences. We work hard to provide a stimulating environment that provides exciting opportunities, promotes challenge, exploration, adventure and a real love of learning.  We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for quality interactions between adults and peers. We have high expectations with regards to language, ensuring that pupils respond to adults and peers in full sentences as soon as they are able to, and we spend time ensuring we have back and forth conversations in order for them to practise their skills.  Pupils are encouraged to become early readers through enjoyment of books and the systematic teaching of phonics, using books at storytime that have been carefully selected by staff. Parents are invited to workshops and given information about exactly how early reading is beneficial and how best to work in partnership with the school to support their children at home.  We plan trips and experiences carefully, starting with small local trips and working up to travelling further and exploring the city of London. Throughout the year we discuss where we live and where in the world our families are from, ensuring that the pupils are aware of and embrace the wide variety of cultures present in our school community.

Reaching our Potential

It is our aim that all pupils develop physically, verbally, cognitively and emotionally in an environment which values all cultures, communities and people. We aim for our pupils to be confident and independent, to believe in themselves and interact positively with others.  We recognise the crucial role that early years education has to play in providing firm foundations upon which the rest of a child’s education is successfully based.  We understand that play is an integral part of learning and this is at the heart of our early years curriculum. We believe that the correct mix of adult directed and uninterrupted child-initiated play ensures the best outcomes for pupils. Trained staff ensure that interactions are positive and progressive, allowing pupils to flourish and gather words at pace in order to become confident communicators.

Pupils reading skills are developed through the teaching of systematic phonics using a government approved scheme and books are carefully selected for group reading, story time and home reading. The pupils learn nursery rhymes and poems to perform and develop their mathematical thinking through direct teaching and exploration. We want our pupils to become confident mathematicians who can apply what they have learnt to real life experiences.  We have built our school environment to enable our pupils to strengthen their core muscles through physical play; pupils have the opportunity to spend time outdoors in all weathers. They explore through sensory experiences with sand, water and mud kitchen and regular visits to a local garden.

Our learning environment is adaptable in order to reflect pupils’ interests and progression. They are taught the importance of looking after their immediate environment, both indoors and outdoors, and are given regular opportunities to help weed the flowerbeds and plant seeds and bulbs throughout the year.  The curriculum is taught through topics which are enriched with classroom enhancements, trips and visitors. Topics are supported by quality key texts. These are chosen carefully to encourage pupil’s speech, language and communication development. All planning however, is flexible and responsive to pupil’s needs so plans can be changed and adapted according to their interests.  As part of the learning and teaching process, pupils are assessed in relation to their progress towards the Early Learning Goals. These judgments are made on the basis of accumulative observations and in depth knowledge of the pupils acquired through ongoing assessment. These ongoing assessments are used to inform planning and next steps in teaching and learning for all children throughout the year.

Learning to Live Well Together

Warm and positive relationships between staff and pupils, consistent routines and strong relationships with parents are key and we operate an open door policy; we encourage parents to share their own knowledge and cultural customs and ensure that staff are available to answer queries as they arise.  Pupils in EYFS  are supported to learn to work together, manage their feelings, self-regulate and ask questions through skilled adult facilitated play. Learning to live well together is one of the foundations that we place huge importance on in EYFS and this is modelled through the language we use and the way that we interact with others and the boundaries and expectations of the setting. In Reception, we teach children to respect others, make choices, communicate their needs with their peers and negotiate the turn of events according to their own and their friends’ ideas. These values are taught through the use of carefully chosen books, regular circle times and conversations in the environment.  Pupils have many opportunities throughout the school day to interact with their peers in many different ways. We encourage pupils to reflect on their learning, to take pride in their achievements and to also recognise and positively highlight those of their friends. Placing such emphasis on the way that children get along with others at some a young age has a huge impact as the children develop throughout the rest of their school life. We also understand the importance of parental engagement and believe that our parents have a crucial role to play in their children’s education. We work hard to create strong partnerships between home and school.

EYFS Long Term Plan

EYFS Policy 23