THE WELLINGTON JOURNEY THE WELLINGTON JOURNEY
EARLY YEARS
FOUNDATION
STAGE BEING PREPARED
Using the Early Years Foundation Stage
(EYFS) as a framework, we seek to promote
development in seven areas of learning and
development. These are divided into two
further areas called the prime and specific
areas of learning.
Prime areas of learning and development are
fundamental, complementary and consistently
support development in all other areas.
The prime areas are:
Physical Development - Moving and
handling; health and self-care
Communication and Language - Listening
and attention; understanding; speaking
Personal, Social and Emotional
Development - Making relationships; self-
confidence and self-awareness; managing
feelings and behaviour
Specific areas of learning and development
include essential skills and knowledge for
children to participate successfully in society.
The specific areas are:
Literacy - Reading; writing
Mathematics - Numbers; shape, space
and measure
Understanding the World - People and
communities; the world; technology
Expressive Arts and Design -
Exploring and using media and materials;
being imaginative
The learning spaces throughout the indoor
and outdoor areas are designed as enabling
environments to promote learning and
development in the seven areas identified.
These enabling environments, coupled with
positive relationships between the pupil,
parents and practitioners are the key to a
successful early years educational experience.
THE
CHARACTERISTICS
OF EFFECTIVE
LEARNING
The EYFS identifies the characteristics
of effective learning – the way in which a
child engages with other people and their
environment: playing and exploring, active
learning and creating, and thinking critically
underpin learning and development across
all areas and support the child to remain an
effective and motivated learner.
- Finding out and exploring
- Playing with what they know
- Being willing to have a go
ACTIVE LEARNING – MOTIVATION
- Being involved and concentrating
- Keep on trying
- Enjoy achieving what they set out to do
CREATING AND THINKING
CRITICALLY – THINKING
- Having their own ideas
- Making links
- Choosing ways to do things
- Put on my coat and try to zip it up
- Carry my own bag into and out of school Many aspects of school readiness begin
at home and we share with parents these
expectations of what we believe our children
can do, these are known as our ‘I can’
statements. - Eat a variety of foods and be willing to try
new foods - Carry my own bag into and out of school
- Sit and look at a book by myself - Look after things in my classroom
- Hold mark-making tools using a tripod grip - Use a fork/spoon independently and begin to
use a knife
NURSERY
PLAYING AND EXPLORING –
ENGAGEMENT
INDEPENDENCE
We use the term school ‘readiness’ at
Wellington to see if children are able to access
the year group in which they are beginning.
This means they will be able to progress and
thrive within our learning environment.
In nursery we expect our children to be able
to say: “I can…”
LISTENING AND COMMUNICATION
- Sit and listen for a short while
- Listen and respond to adults
- Use my manners – saying ‘please’ and
‘thank you’
- Say ‘good morning/good afternoon’
- Listen to stories that are read to me
BEHAVIOUR AND SOCIAL
INTERACTION
- Look after things in my classroom
- Use a fork/spoon independently and begin
to use a knife
- Hold and use items such as pencils and
scissors, with some control
RECEPTION
In reception we expect our children to be
able to say: “I can…”
LISTENING AND COMMUNICATION
- Listen and respond to adults, following
directions when given
- Listen and talk to my classmates and talking
partners and ensure I look at them
- Use my manners – saying ‘please’, ‘thank you’
and ‘excuse me’
- Play nicely with others, without snatching or
fighting for toys - Say ‘good morning/good afternoon’ and greet
unfamiliar people
- Understand and cooperate with routines and
boundaries - Listen to stories and talk about them
- Say ‘sorry’ if I have done something that I
should not do
- Settle myself after being upset
- Join in singing with my favourite songs
SELF-CARE
- Dress and undress myself with some support
- Put on my coat
- Take off my coat and put it away into my cubby
- Put my shoes on independently
- Use the toilet independently, always
remembering to wash my hands
- Sit and listen during teaching time on the
carpet and join in with whole-class sessions
BEHAVIOUR AND SOCIAL
INTERACTION
- Play, learn and share with my classmates
- Understand and cooperate with routines and
boundaries
- Say ‘Sorry’ if I have done something that I
should not do
- Try to solve problems using kind words
and actions
SELF-CARE
- Remember to cover my mouth when coughing
or sneezing and get myself a tissue if necessary
- Use the toilet completely independently,
always remembering to wash my hands
INDEPENDENCE
- Eat a variety of foods and be willing to try
new foods
- Sit and look at a book by myself
- Hold mark-making tools using a tripod grip
- Hold and use items such as pencils and
scissors, with some control
- Settle myself after being upset
CHECKLIST OF ITEMS TO BRING
It is vital that pupils are prepared for the
day ahead. Pupils are requested to bring the
following equipment to school daily:
- Water bottle
- Sun hat (as required) during the summer
months. Please note that Wellington College
Early Years Centre Shanghai follows a strict
‘No Hat, No Play’ policy. If your child is not
in possession of a sun hat, he/she will have to
stay indoors for their own health and safety.
- Mosquito repellent / sun cream (as required)
- Raincoat and wellington boots (can remain in
school)
- Spare change of clothes for ALL year groups.
These can be non-school uniform items.
Within their first week they will be given
their home school bag, which they can use for
carrying library books and taking work home.
Children in reception will also use this bag for
their reading book and reading record, which
they are given later in the year.
- Dress and undress ‘easy clothes’ by myself
with some support e.g. when changing for
swimming and ask for help with buttons
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