Chacewater Schools Vision.


At Chacewater School, we base our love of learning through a broad and balanced curriculum – fostered through the earliest stages of their academic lives, right throughout their journeys in our school. Therefore, in our Foundation Stage we strive to deliver a wide and varied learning experience, where we are fully committed to developing each child’s unique potential. Thus, we promote children to lead their own learning through a balance of children’s interests and that of the skills we want them to fulfil based through the Development Matters Strategy and those that will help them as they begin their journey through our school. These areas are then explored and depended further by not only their surroundings, but the immediate learning opportunities nurtured by the staff. This year’s adaptation to learning, has allowed us to experiment with the work of rotational groupings, where all children receive the same activities and resources with an adults presence, knowing their learning intention but having a variety of different ways to work it out. The Development Matters Framework and its areas of learning will then be pieced together by inspirational texts and hook books linked to the child’s interest, incorporated and filtered throughout all learning experiences – Maths, English and Topic. We believe that our children should feel safe and happy in a stimulating learning environment, which allows them to reach their best academically, but also developing their thirst for knowledge, fostering a love of learning and leave our school with exceptional independent learning skills.


-      Safe, happy learning environment.

-      Foster a love of learning through hook books and learning which is of the children’s interests.

-      Use of child’s interest to inspire, motivate and allow them to be creative and want to learn.

-      All children work continuously with an adult, learning new skills and ways of learning in different ways. All children know what their learning intension is and are aware of different ways they can work this out.


What do we want to achieve?

From this, we expect that all children within the Early Years setting make strong progress from their accurate starting points assessed through their initial baseline assessments. These baseline statements are taken through the Development Matters Framework and are used to address areas of weakness and strengths within the earliest stages of the children’s schooling experiences. Our thorough ethos of recording data stems from our use of Tapestry, which is used to record observations and to facilitate that relationship with their parents/carers and Target Tracker to keep a record of progress made throughout their year and their journeys throughout their time at Chacewater School.


How will we do this?

At Chacewater School our vision for success stems back from our belief that time and dedication initiated in the Early Years setting with parents, carers and agencies, builds fundamental relationships with children’s families upon arrival to our school. Practitioners in the Early Years setting make exceptional links with desirable agencies and nursery provisions, whereby children meet the class teacher long before arrival, as well as discussing their interests and attainment with appropriate adults.

Our thoughtful and thorough parent appointments, open classroom and staggered start program, allows parents to engage in the school’s ethos prior to their children starting school. These exceptional links allow the children and their families to have a smoother transition into school life, allowing the children to have an essence of self confidence and awareness immediately and their relationships with peers have already been made. At Chacewater School, we believe that children need this prime area – Personal, Social and Emotional Development first, to enhance their achievements and attainment in all areas of the Development Matters Framework – particularly those of Reading and Writing.


Our focus this year has been to develop the provision given to those children in the Early Years Foundation Stage, by providing CPD to relevant staff members, but also providing more bodies in the room to assist with immediate learning and to challenge those children into seeing things and thinking in different and practical ways. Thus, using our adult’s expertise in the room, has allowed all children to access a broad and balanced way of learning how to read and write. Whether this be within our outside learning environment and the use of focusing on gross and fine motor skills, the master of reading comprehension through book talk, the use of sound recognition through objects and sounds taught, or beginning to read through blending and the RWI program, all children will be accessing the same learning opportunities, with challenge for those who need it. Therefore, through providing these links in the earliest stages of their school life, our aim to promote a love of Reading and Writing to our children is stimulated through the children’s interests, the use of adult interventions and the use of books to promote that ideological hook, grasping their immediate attention and giving them a secure focus.


Curriculum overview

Our curriculum is planned using the EYFS Development Matters curriculum framework and we also base the learning yearly on the cohort of the class and the interests they have. A web map is produced termly for the provisions going to be set up that term, along with the areas we are going to cover and how we are going to be doing this. These areas are broken up into the prime areas – PSED, C&L and PD and all of the other areas of learning as well. Statements are then broken down from the Development Matters strategy and are used for teachers and TA’s to evaluate and assess children’s learning.