EYFS September reopening Key priorities The new EYFS

EYFS September reopening

Key priorities • • The new EYFS curriculum. Children transition into our setting. The prime areas and how we can develop and support these. The learning environment.

EYFS revisions • • ELG’s altered from September. C&L: Listening & speaking Physical development: Gross motor & fine motor PSED: Self-regulation, managing self & building relationships Literacy: Comprehension, word reading & writing Maths: Number & numerical patterns Understanding the world: Past and present, the natural world & people, culture and communities. • Expressive arts and design: Creating with materials & performing.

Key priorities for Autumn term • Building relationships with the new children & families. • PSED strong basis to run throughout the setting, (emotional wellbeing, behaviours for learning. ) • Communication & language • Physical development • Strong start in phonics – building on the great work we did last year!

Building relationships with the new children & families. • Lack of traditional transition before the summer: How can we build these relationships now? • Share walk round of the setting on Twitter. • Transition days in the first week: Day 1, with parents (only 7 in a group so this is a great opportunity to spend time with our new families); Day 2/3, opportunities to build relationships with children and introduce them to the environment. • Share expectations with parents early. • Offer open communication, (e. g. phone calls, meetings etc) • Plan meetings to support parents. E. g. phonics, early essence introduction. How can these be done if social distancing is still in play? (video conferencing/ more meetings with fewer people in each)

PSED strong basis to run throughout the setting • Emotional wellbeing: Use of circle times/PSED focus sessions. Use these first weeks to introduce staff, children to each other. Spend lots of time in provision getting to know each other. • Behaviours for learning: Modelling how to use the provision, class/school rules, looking after equipment, etc.

Communication & Language • • • Renfrew vocab screening to gain a baseline. Modelling language in provision. Teaching new vocabulary in each area. Lots of opportunities to talk. Make sure use of language is highlighted as much as possible in observations. • Use of Wellcomm to support those children identified as needing intervention.

Physical development • • Big push on fine motor early on. Dough disco from early September. Lots of opportunities for fine motor activities in the provision. Use of up, up & away to support those that are identified as needing intervention. • Fine motor and handwriting are high on the agenda in the revised ELG’S!

Phonics • Active/collaborative (carrying on from the training we had last year). • Lots of opportunities for phase 1 practise early on (oral blending/segmenting, initial sounds. ) • Big focus on ensuring the correct formations early on (whether this is written/ with large gross motor movements. ) • Lots of opportunities to practise in the provision.

Learning environment • Outdoor environment: Split into 2. FS 2 to use the main outdoor provision area. Nursery, Secret garden. • Possible use of children’s centre for extra carpet area during inputs if Class 2 hasn’t been extended. • No snack area. Whole group snack. • No sand area. Playdough changed each day.