St Edmund’s is a family school and we know that starting school is not only a milestone in a child's development, but is a big step for each family and therefore, we welcome you and your child. Our aim is to provide a secure, stimulating environment in which young children lay foundations for learning and for life, through their development of skills, which are underpinned by our Faith.
Staff in the Early Years Foundation Stage (EYFS), work closely with our Nursery and Reception parents to establish strong links between family, school and the wider parish community. Religious Education (RE), based on the Curriculum Directory, is at the centre of all our teaching and reflects the attitudes outlined in our Mission Statement. There are also regular opportunities throughout the year, for the morning and afternoon Nursery children to attend mass with the whole school.
The EYFS curriculum is planned around the statements and Early Learning Goals set out in ‘Development Matters’, revised in 2012 and 2014. This document clearly identifies how and what children should learn to support their healthy development up to the age of five. The seven areas of learning and development are;
- Personal and Social Development
- Communication and Language
- Physical Development
- Understanding the World
- Expressive Arts and Design
St Edmund’s is an inclusive school where great emphasis is placed on our children being happy, confident and independent learners who explore the seven areas of learning at their own pace. Children learn specific skills, acquire new knowledge and demonstrate their understanding through teacher focused activities that are carefully planned to meet the unique needs of each child. We regularly and carefully monitor individual progress and provide opportunities to full fill each child’s potential.
Our highly experienced staff place equal importance on children leading their own learning through investigation and exploration. In these situations children are supported to practice and develop what they have learnt in less formal ‘play’ situations that reflect the child’s interests. These opportunities enable children to be active, creative and to think critically by solving everyday problems and also enable staff to facilitate children’s further understanding both indoors and outside.