The current practice in EYFS at Marsh Hill has a balance of adult led and child initiated learning through planned play based activities. The classes are separate in the mornings with the concertina doors closed.
At the start of the day the children have a different activity each day to complete until the register is taken, such as writing their number bonds, completing number sentences from the IWB, writing about their weekend, practising red words or reading a book.
The children have a whole class carpet session of RWI followed by either a Literacy or Mathematics introduction. The morning is then split into outdoor and indoor learning, two practitioners will teach a differentiated adult led activity linked to the carpet session and two practitioners will be supporting child initiated learning through planned questioning and through observations. Focus children are observed in the mornings. In the afternoon, the unit is free flow. The children have a whole class carpet session linked to the current topic. Three practitioners teach a differentiated adult led activity linked to either Understanding the World, Expressive Arts and Design or Physical Development. One practitioner is observing identified children from key person groups with a specific focus linked to their learning journeys.
The continuous provision for both indoor and outdoor is planned for weekly and is linked to the topic and prior learning. Guided Reading is taught four times a week in the afternoon, the teachers have a guided reading group and the teaching assistants carry out planned interventions with different groups such as EAL, SIG, SEN and MA. The guided reading independent activities are planned for and are changed for each guided reading session. They link to RWI, reading, physical development and writing. RE, Values, Music, Handwriting and PE is taught once a week. There are three sessions across the week in the afternoon where the focus children present their photos to their class, this is to develop links with parents, encourage parental involvement but also to develop the communication and language skills of the children.