Overall Vision: Every child to be the best that they can be

School values: We show respect, we make the right choices, we roll up our sleeves.

Curriculum intent: Igniting young children's passions to aspire to their dreams tomorrow

Rationale: We believe that all young children should have the opportunity to experience a wide range of activities to nurture and develop their talents in a high quality learning environment with experienced and skilled staff.

Research has shown (EPPE, EPPSE) that quality Early Years provision has a long lasting impact and contributes significantly to later adult success. At Uxendon Manor, we are committed to ensuring all children receive the best start to their early education.

We have an accreditation by Challenge Partners of our Early Years being an area of excellence and continue to support other nurseries and schools in the borough and beyond.

We want all children to leave our Foundation stage well prepared for the next stage in their education by being:

Good communicators who listen, ask and answer questions and share ideas,

Active independent learners who are interested, curious and enthusiastic about learning and make the right choices for themselves,

Confident and motivated learners who are open to challenges and are sociable and empathetic towards others,

Children equipped with the basic skills and a strong foundation to flourish in today's society and have awareness of own individual unique talents.

Curriculum implementation: Enabling young children to be independent, resilient and successful learners

• Continuous upskilling of all staff on curriculum and pedagogy through CPD and modelling
• Flexible transitions
• High emphasis on Communication and Language and Early reading and Early Writing 
• Building positive relationships
• Strong partnerships with parents focusing on whole family support such as parents involved in planning - see parental engagement
• Breadth in curriculum - woodwork, swimming, planning for children's interests, learning from external professionals
• Depth in curriculum - Scaffolding learning to promote critical thinking leading to independent learning (case study - example in practice)
• Targeted evidence-based interventions
• Challenge for all - open ended learning
• High expectations in language and use of ambitious vocabulary
• Multiple opportunities for children to access learning in a variety of ways (reading and writing, speaking and listening and maths in everyday routines everywhere)
• Purposeful adult led, child-initiated and peer to peer learning
• Autonomous and deep level learning based on children's individual interests.
• Maths mastery from Nursery
• Multiple interventions to narrow gaps such as Talk boost, Maths, Neli (language intervention) phonics, writing, the REAL project and family learning.

See also knowledge organisers and curriculum topics below

Curriculum impact: Making a lasting difference to young children and families

We believe we provide unique experiences and opportunities which will have a lasting impact and contribute towards children's future success.

Data: Sustained end of year outcomes in Reception; consistently above local and national averages.

• Reception starting points roughly 30% age related
• Nursery starting points 25% age related end of year 75%-77% age related past 7 years
• Raising Early achievement in Literacy (REAL project: home visits) over 9 years 65/79 children who were underachieving were age related by end of year (82% success rate) High proportion of children FSM
• 77% children achieving age related in Communication and Language by end of year in a cohort of 93% of children who are EAL
• Up to 30% of children (between 26 to 30 children) each year since 2013 are reading Year 1 level books by end of year.

EYFS laying strong foundations for future academic success in Key stage 1:

• Phonics outcomes in Year 1 and Year 2

      and outcomes at end of year 2: