Billing Brook School

Our Early Years Provision

Welcome to our Early Years!

We believe that every child deserves the best possible start in life and the support that enables them to fulfill their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. High quality early learning provides the foundation children need to make the most of their abilities and talents as they grow up.

Our Early Years Provision is a happy, friendly and welcoming place. We pride ourselves on developing positive relationships with both the children and their families.

In the Early Years our aim is to provide a rich, stimulating and well balanced curriculum. We want to develop and enhance each child's potential; enabling them to become independent and curious learners.

Our environment is structured to reflect children’s varying interests and individual learning styles. We are also very fortunate to have access to a fantastic outdoor area. We place equal importance on the indoor and outdoor learning environments. Within each classroom the children have access to a number of different areas: Role Play, Writing, Reading, Sand and Water, Creative, Construction, Small World, Numeracy, and ICT. In each area there are activities for the children to complete in order to consolidate and extend prior learning.

The EYFS Curriculum

The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.

The EYFS profile is broken down into seven main areas:

  • Personal and social development: helping to build confidence, concentration, independence and respect.
  • Communication and language: developing speaking, listening, understanding and attention skills.
  • Literacy: developing reading and writing skills.
  • Mathematics: focusing on number work and shapes, space and measures.
  • Understanding the world: helping children investigate and think about their place in the world.
  • Physical development: relating to developing physical skills and understanding.
  • Expressive arts and design: centred on building children’s imagination and allowing them to explore different media and materials.

Targets and Progress

We complete the early years foundation stage profile for each child at the end of the academic year in line with the statutory expectations. In addition to this we also use the “Development matters” document to help track children and set objectives.

Each pupil has a Learning Journey profile which details their growth and progression throughout the year. It is a holistic way of recording how each child learns and develops. Parents are able to contribute to their child’s Learning Journey in various ways, including sharing news in the home-school books, holiday experiences and activities completed at home.

We also use Evidence for Learning, an app, to show pupil progress on a regular basis and to celebrate the many successes of our children. 

Parental Involvement

We strive to involve parents at all levels, recognising the huge benefits that a shared partnership brings to each child’s early life experience. Each child has a home-school communication book; this enables key information to be communicated, with ease, between home and school. It ensures that parents are made aware of what their child has done during their school day, which is highly important. It also gives parents the opportunity to communicate what experiences their child has had at home and ask any questions when needed.

Children also take home a ‘weekend news’ diary which we encourage parents to complete with their child detailing key events, using PEC’s. This is then explored at school, providing opportunities to engage in communication, language and literacy activities, sharing their news with staff and peers.

Parents are invited in each term for ‘parent help’ days. These are often related to key events such as Roald Dahl day, Harvest and Remembrance Day and allows parents to engage in creative activities with their child.