The Meadow - Curriculum
In The Meadow, our curriculum begins with the children themselves. During the first weeks of the autumn term, we prioritise getting to know every child and building strong relationships with them and their families. We believe that strong foundations at the very start of a child’s educational journey are essential. By giving time and importance to these early connections, children develop the security and confidence they need to explore, communicate and learn.
For our youngest learners, the prime areas of the Early Years Foundation Stage are the driving force behind our curriculum. Communication and language, personal, social and emotional development, and physical development underpin everything we do. When these areas are secure, children are better able to develop their thinking, curiosity and independence. Experiences such as early mark making and sharing books are important, and in The Meadow, they grow naturally through our communication and language provision and our physical development provision. When children are confident movers and communicators, the rest of the curriculum can flourish.
In Early Years at Stoke we use adaptive assessment documents called Through the Eyes of the Child. These documents help us to build a picture of each cohort. They are created after the first half term, once practitioners have had time to understand the children’s interests, strengths and starting points. Drawing on national guidance such as Development Matters and Birth to Five Matters, these documents allow us to shape learning around the children in front of us, ensuring that our curriculum remains responsive and meaningful.
Below, you will find a link to our EYFS long term plan, which provides an overview of the themes and experiences children will encounter across the year. These themes are designed to spark curiosity, introduce new vocabulary and create meaningful opportunities for exploration and play. While the long-term plan gives structure to the year, it is always used flexibly so that learning can be adapted to reflect the interests, development and needs of each cohort.
You will also see an example of our medium-term planning. These provide an overview of the themes, experiences and learning opportunities that support children’s development across the term. They outline the key learning intentions across the areas of learning while remaining flexible enough to respond to the children’s interests.
Our weekly plans are working documents used by the whole team. They are designed to be written on, adapted and revisited as staff observe children in their play and consider their next steps. Because learning in Early Years is responsive, these plans may change weekly, fortnightly or even monthly depending on the progress of the children and the interests they are showing.
Together, these documents demonstrate how our curriculum balances clear developmental intentions with the flexibility needed to respond to the unique children in our care.
Early Years Foundation Stage Long Term Map
Early Years Foundation Stage Communication and Language Toolkit
Through the Eyes of the Child The Meadow Spring