Our Early Years Lead is highly experienced both in mainstream and at Blanche Nevile.

We have a total immersion approach to both spoken language and BSL.

Intent

There’s a sharp focus on making sure our children acquire a wide vocabulary, communicate effectively and, in reception, secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers

Our school’s approach to teaching early reading and synthetic phonics is systematic and makes sure all children learn to read and produce sounds, where appropriate, through the use of Visual Phonics.

Implementation

The EYFS lead follows Birth to 5 Matters to ensure appropriate content and sequencing of lessons.

Our children benefit from meaningful learning and experiences across the curriculum.

Our staff give clear messages to children about why it’s important to eat, drink, rest, exercise and be kind to each other. Snack time is an important part of the school day to model this important messages as well as communication and language interactions.

They teach children to take managed risks and challenges as they play and learn, supporting them to be active and develop physically.

Our staff provide information for parents about their child’s progress, in line with the requirements of the EYFS.

They provide information to parents about supporting their child’s learning at home, including detail about the school’s method of teaching reading and how to help their children learn to read

The EYFS team works closely with the BSL Tutor and SaLT team to ensure that each child’s communication needs are being planned for so that they are fully met.

Children benefit significantly from the focus on developing communication skills, stable staffing and well planned routines

‘Bucket’ sessions implemented by the SaLT team help children to prepare to learn and focus.

The BSL Tutor has timetabled slots in Early Years.

Our staff are experts in teaching systematic, synthetic phonics for deaf children. Phonics is taught using a SSP scheme, Floppy’s Phonics, through Visual Phonics. This is then reinforced through the reading scheme.

Staff make sure that children practise their reading from books that match their phonics knowledge.

The use of visuals is essential and the ‘story sacks’ strategy is highly motivating and successful and leads to children’s enjoyment and participation in storytelling.

Children are immersed in the bilingual provision.  Pupils have daily reading sessions, weekly Buddy Reading sessions, access to the class library and school library.

Props are used when singing nursery rhymes so that pupils can access and understand the language.

Experiential learning is carefully planned

Pupils use concrete materials to support their learning.

‘Real life’ maths opportunities are planned for.

Maths is embedded in daily routines to consolidate pupils’ understanding through repetition and play.  Children apply skills and knowledge during their weekly cooking sessions.

Maths is taught through English and BSL and staff are consistent in their use of mathematical language.

Developing communication by identifying and supporting children’s preferred mode of communication is a key focus in Early Years.

Snack time routines focus on healthy eating and early communication.

Children are encouraged to use the outdoor area and play/learn alongside their mainstream peers

Children are actively encouraged to try new foods by SMSAs and the class team. Regular cooking lessons allow children to learn about healthy eating.

Sensory circuits, PE slots and weekly visits to Forest School are well established in the EYFS timetable.

Transition programmes are highly personalised.

Information is shared through the home/school book, Seesaw (our online platform) class assemblies, coffee mornings, parents’ meetings in autumn and spring terms and two annual review meetings.

The Primary Maths Subject Lead attended Early Maths training with EYFS teacher and regularly meets with staff to develop teaching and learning.

Our staff provide information for parents about their child’s progress, in line with the requirements of the EYFS as well as focusing on their needs as a deaf child.They provide information to parents about supporting their child’s learning and communication at home, including detail about the school’s method of teaching reading and how to help their children learn to read which is specific to deaf children.

Impact

Formative Assessment practice is well established and leads to accurate summative judgements in line with Birth to 5 Matters Tracker

High levels of staffing ensure that children are supported to engage in their learning as well as having access to language.

Along with their Deaf peers, our children are literal in their responses to communication.

Our children are beginning to manage their own feelings and behaviour, understanding how these have an impact on others. They’re developing a sense of right from wrong.

Transition is successful as the Home School Liaison Officer and EYFS team carry out home visits and provide families with detailed information before they join the school. The SaLT team are also involved where possible.

By the end of reception our children achieve well, particularly those children with lower starting points.

Our pupils often finish Reception with an established communication modality, where appropriate, with a developing deaf identity.

Our children are beginning to manage their own feelings and behaviour, understanding how these have an impact on others. They’re developing a sense of right from wrong.

Please see our Early Years Foundation Stage Policy below:

EYFS Policy