Early Years Foundation Stage
The Hedgehog Way
Learning in Hedgehogs class is magical. We encourage the children to believe that anything is possible and involve them in the planning and evaluation of their learning. We teach the Early Years curriculum through enquiry questions and use the children's interests to extend their learning through adult interaction and challenges. The children are at the heart of everything we do and we love nurturing their curiosity, feeding their minds and watching them grow. Through using books and rich texts, we aim to spark imagination, explore vocabulary and ultimately give all children a thirst for more. Our expectations are high and we endeavour that all children will keep up and not catch up. This learning provides the building blocks on which our key stage one and key stage two curriculum are built.
Intent
Through a clearly planned curriculum based on the New Early Years Framework, children are provided with an appropriate balance of adult led activities, exciting learning experiences and unlimited opportunities to initiate their own learning. These provide the building blocks on which our key stage one and key stage two progression grids are built. Our long term planning shows how our ‘Book Hook’ drivers promote learning based around enquiry questions, builds on prior learning and develops key skills. Through using books and rich texts, we aim to spark imagination, explore vocabulary and ultimately give all children a thirst for more.
Implementation
Reading is at the heart of our curriculum. Books are incorporated into all areas of provision; linking to enquiry questions or children’s interests with the aim to promote the development of new language. Children show a love for reading and take home a passage and a book matched precisely to their phonic ability, based on regular assessment. Daily stories are planned and promote a love of reading; books come alive as adults read with expression and enjoyment.
Through our carefully planned ‘Book Hooks’ the children are exposed to age appropriate texts that they can recall at ease. We ensure that several copies of each book title are available to the children, along with props to support their story telling and displays that promote the key vocabulary.
Children are taught systematic synthetic phonics daily through ELS. Children access high quality phonics teaching daily that meets their needs. Keep up sessions are provided daily for those who are not on track. Pupils apply their phonic knowledge through reading and through work books but can also apply this in provision.
Through practitioner knowledge and understanding of the seven areas of development, our curriculum promotes cross curricular learning. Continuous provision areas are planned and developed by practitioners to ensure that next steps in learning can be achieved. The pitch of areas reflect age related expectations and show progression across the year.
An interest-led approach to provision is used to encourage our youngest children to initiate their own learning and use resources appropriately. Children have constant access to key areas including the home corner, sand, water and playdough, small world and story telling, as we firmly believe our children need this provision on a daily basis, in order to allow children to continuously practice their language and build on prior learning, developing early schemas.
With the prime areas of learning at the focal point, children quickly make progress across the specific areas of learning due to increased confidence and developed relationships. Practice in reception adopts a slightly more formal approach where basic skills such as reading, writing and maths are taught discretely.
Through additional adult led sessions and high quality texts that support representation, the children in reception experience more thought provoking topical activities including RE and Picture News. This allows children to gain a broader knowledge and deeper understanding beyond our current topics and ensure children are exposed to wider current affairs appropriate to their age.
Although key outcomes and some pertinent activities are planned, much of the children’s learning is led by themselves. We follow the interests of the children and as practitioners become immersed ourselves. This topic learning journey is then evidenced on our working wall and shows how ideas have been implemented.
Children are supported and challenged daily through the continuous provision itself and through the adult’s verbal and physical interactions. We encourage all children to work independently and develop attributes such as perseverance. Where next steps in learning are identified, practitioners act on these in the moment, guiding children to make improvements and reflect on their own learning. Children are suitably challenged, and practitioners respond to individual needs.
Parents are involved in their child’s learning. This is mostly through our online Tapestry journals where parents are directly involved in learning. Our parents are keen to share home learning experiences with us, where the children love to show and discuss with their peers.
Impact
Due to a large emphasis on the prime areas of learning, our children are confident and happy in their education. All children make progress, and more children are attaining a good level of development by the end of reception. 82% reached GLD in 2025 which is above national. All children who did not reach GLD did make strong progress from their starting points. We teach systematic synthetic phonics daily to the children when they begin full time school which is having an excellent impact on early reading and writing skills.
Children understand appropriate mathematical concepts and are keen to problem solve at a young age; explaining thoughts and justifying processes. The NCTEM Mastering Number programme is in place and pupils are able to subitise and know number deeply.
By being active learners, our children become immersed both mentally and physically. Opportunities to develop physically are endless and children learn, use and perfect important skills from holding a pencil accurately to balancing on climbing equipment independently.
Through our cross curricular approach to learning, children gain a rich knowledge and deep understanding of different enquiry questions. Key skills such as speaking and listening are strategically interwoven and embedded to ensure that children develop the necessary communication skills, in readiness for the next stage of their education.
Through an abundance of stories, rhymes, songs and daily conversations children build up a range of vocabulary. Children are excited about new words and their meanings and use these in their spoken/written language.
Through respectful and trustworthy relationships, we have created a warm and safe environment where children are happy, feel safe and thrive in their learning. Consistent routines and clear boundaries support children with behavioural expectations of the setting. Staff are positive role models and in return expect the very best from all children.
Children are eager to impress staff and love nothing more than verbal praise. Through high expectations, children quickly learn how to treat themselves, others and our environment with respect. These expectations are constantly modelled by staff, particularly in areas of provision when children are learning to share and at pinnacle parts of the day such as tidy up time.
Children show they can play and work together harmoniously. When initiating their own learning, children are active, curious and engaged. Whether sharing experiences with others or working independently, children show increasing resilience and a sense of pride in their outcomes.
Many children can manage their own feelings and behaviour and understand how their actions can affect others this is done through the Essex Steps approach. Adults play a crucial role in this area of learning, modelling strategies and suggesting solutions. By the end of reception children are expected to negotiate, problem solve and work together democratically.
Outdoor Learning
At Boxted St Peter’s C of E Primary School we are very lucky to have a large outside area with many learning opportunities. The children enjoy a range of areas including: a mud kitchen, large scale water area, role play, sand and nature area. We also have a soft bike area and a large climbing frame for developing gross motor skills. The children are provided with waterproof suits and wellies so that they can be outside exploring in all weathers.
The Hedgehogs outside area and whole school playground are used to extend learning beyond the classroom. On the school field, children enjoy jumping on the tyres, experimenting with movements on the Trim Trail and exploring in the Wildlife Area. The Hedgehogs class love gardening, growing healthy vegetables and a variety of plants all year round.
In the Summer Term the Hedgehogs class are given the opportunity to visit the local woodland and participate in Forest Schools. During these sessions they have great fun learning how to build dens, create natural crafts and find minibeasts.
Learning Journals
We use Tapestry in Hedgehogs for our online learning journals. This enables home and school to capture and share 'wow moments' using photographs, observations and videos. This builds up a picture of what your child is learning and also what characteristics of effective learning they are demonstrating.
Working Together
In Hedgehogs we understand how important it is that you know your child is safe, loved and happy. We have an open door policy, parent’s evenings, observation uploads, phone calls and meetings, to keep you informed of achievements and answer any questions you may have.
We regularly hold information sessions for Reading, Writing, Maths and Communication and Language, to help you support your child at home and invite family members into school for special events, such as class assemblies, Mothers Day Tea, Diwali celebration afternoons.
Parental support at home makes the world of difference to a child’s progression. We encourage parents to read with their children daily and have a go at other home learning challenges that may be set. Homework is not compulsory; however, any home learning goes a long way towards helping each child achieve their goals and being more confident.
When your child completes an amazing piece of work or has a special experience at home we love for you to share it with the class. Amazing moments are celebrated and placed on the Proud Cloud for everyone to see.
Help me prepare for school
You can help your child to prepare for school by increasing their independence and self-care. Encourage your child to get dressed and undressed by themselves, tackling different fastenings such as zips or buttons. Before starting school encourage your child to independently use the toilet, be able to wash their hands and use cutlery to eat. Additionally, you can help your child to practice recognising and writing their name.
EYFS Curriculum:
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf
Useful websites:
https://www.topmarks.co.uk/parents/
http://www.phonicsplay.co.uk/freeIndex.htm
https://www.bbc.co.uk/iplayer/episodes/b08bzfnh/numberblocks