Our Early Years Vision
At Springdale Primary we believe that all young children are unique, they have the right to create and lead their own learning pathways. We aim to achieve this through an inspiring environment that ignites curiosity, facilitated by highly skilled adults that nurture, care and educate.
We believe that children learn best through active engagement with the world around them; and through meaningful and relevant experiences, supported by responsive adults. We aim to give children the broadest opportunities to play and make sense of the world. Self-initiated learning and exploration are key ingredients to having independent children who are motivated to learn.
EE x AT
We use the Early Excellence Assessment Tracker to record our children’s knowledge, skills and learning dispositions. It is a consistent and reliable way of demonstrating progress through the EYFS. The statements within EExAT consist of six monthly bands of development that reflect an ‘age related expectation’. EExAT recognises the importance of relating attainment to chronological age and also values the 'how' of learning and so the characteristics of effective learning are scored in the system and levels of well being and involvement are recorded too
Through daily observation and interaction we are able to build a rich and accurate understanding of each child across all aspects of learning and development. Our assessments are meaningful and impact on our children’s learning and development as we use them to inform our children’s next steps which are personalised and challenging. Our observations then inform the assessments we make on EExAT as children approach the end of a six month milestone. We bring our knowledge of a child together to make a summative assessment about where they are in relation to key developmental milestones.
Leuven Scales of Well Being and Involvement
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. (See Document for more details)
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 the 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 and whether or not the learning behaviours defined within these characteristics describes the child.
(See document for further details)
Please take your time to read our EYFS information. You can view the documents by clicking on the titles below.