Combining Intent, implementation and impact. Our enabling environment and warm, skilful adult interactions support the children as they begin to link learning to their play and exploration. – the early teaching of mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces, and measures. The aim of this course is to help you understand the Ofsted terms 'Intent’, ‘Implementation’ and ‘Impact’ and how to apply these to your practice. The EYFS department is the start of our pupils school journey towards achieving this important purpose. The Intent, Implementation and Impact of our Curriculum . Our Intent for the Foundation Stage Curriculum. To ensure children make outstanding progress in Norman Pannell EYFS, it is our intent to take into consideration their starting points and needs of our pupils as they begin their learning journey. This is alongside fortnightly PD sessions with our Speech and Language therapist who helps to build subject knowledge of working with children who have communication and language difficulties. Children will know more, remember more and understand more. Intent, Implementation, Impact for the Early Years, January 2021 - School Lockdown information and support page, Your child's medical needs - PLEASE KEEP US INFORMED, ALL OTHER year group parents (re-opening NO EARLIER than 29th June), *** INFORMATION ABOUT WORK PACKS FOR CHILDREN - 6/5/20 ***, Remote Learning Page (resources for class during lockdown), Remote learning resources (learning from home during class isolation), Websites for primary schools by PrimarySite, All website content copyright © Norman Pannell School. In an effort to assist schools in assessing the quality of their curriculum, Ofsted has divided matters into three baskets: intent, implementation and impact. At Norman Pannell we follow the Early Years Foundation Stage framework. EYFS Curriculum - Intent, Implementation and Impact . The experiences of the task will be revisited and demonstrated through being deeply engaged in play. You can download our Curriculum Intent, Implementation and Impact rationale below Our Curriculum rationale is based on our school ethos and mission statement: Learning to Live and Love Life together’ At the core of our curriculum, and underpinning all areas of learning are the shared values and skills we wish our children to develop and attain. This includes, for example, Talk Boost; our nurture group with some of our vulnerable children or additional ‘catch-up’ provision in Maths. Early Years; primary. Building Works and Expansion in 2020 and 2021, Parent Community, Consultation and Fundraising. 1.0 Curriculum Intent 1.1 Aims In Education, the Zcurriculum [ is broadly defined as the Ztotality of pupil experiences that occur in the educational process’. The intent of the curriculum is synonymous with many of the Academy [s core aims: To provide a broad and balanced curriculum that is accessible to all pupils. In my mind, the best way to do this is to use a tool like iAbacus. This is delivered through a holistic curriculum which maximises opportunities for meaningful cross-curricular links and learning experiences as well as promoting the unique child by offering extended periods of play and sustained thinking following children’s interests and ideas. We use learning journals across the EYFS, supplemented with exercise books in Reception, which evidence to the children and their families the successes of the children throughout their time in Early Years. We have to teach them how to listen, speak and meet the high expectations for behaviour by working together and being kind. The new framework statesthat “[p]rovision should only be judged ‘outstanding’ in a particular area if it is performing exceptionally, and this exceptional performance is consistent and secure”. The themes are based on foundational ideas coming from the EYFS curriculum: from “how to friendships grow?” as part of PSED, to “how can I be healthy?” related to health and self-care. At St John Southworth RC Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. During these sessions the teachers reflect on three questions: “What do our focus individuals need to learn or are curious about? Intent. Curriculum will promote and support children’s emotional security and development of their character enabling children to take risks in a safe and secure environment. The Intent, Implementation and Impact of our Curriculum . Early Years has been a passion of mine since I started my teacher career in 2005. Education and training providers need to be clear that curriculum intent is not a list of your curriculum aims published in a document or on a website. It’s important to link all this thinking together strategically, in a cycle of improvement. Intention, Implementation & Impact. What can be changed to exploit the learning and interests of the children/individuals in this area?”  In this way, we ensure that the children have agency over their environment and that the provision leads to depth of learning across the curriculum. Our aim in the EYFS is to build strong foundations rooted in academic success as well as moral and spiritual development, so that ultimately our pupils can be successful at university, go on to be active citizens of society and happy, curious life-long learners. Our inclusive approach means that all children learn together but we have a range of additional intervention and support to enhance and scaffold children who may not be reaching their potential or moving on children who are doing very well. Our curriculum needs to meet the needs of our children, including our disadvantaged pupils and those with SEND, so we spend time looking at and evaluating how children are learning. Doing the jigsaw is how you are ‘implementing’ the idea of ‘promoting maths skills’. ; who are curious about the world around them. These sessions are followed by group work where children work with a member of staff to develop their individual targets. They engage in planned, focussed activities as well as self-initiated and free flow activities. In line with the rest of KSA, both Nursery and Reception have a big question to answer over the course of the year which is broken down into a question for each half-term unit. We tailor our staff PD to be early years specific and are focused on moderating outcomes across the phase so that every member of our team feels confident in making accurate judgements about where individual pupils are and their next steps for learning. Evidence of children’s learning including observations, work samples, photographs and contributions from parents are kept in paper ‘learning journals’ which children use to reflect on their progress through pupil voice. Explore developmentally-appropriate examples of what ‘progression’ and ‘stretch’ looks like for young children, within the context of early mark-making and writing. With the new Ofsted Inspection Framework announced, schools will be looking to reinforce the intent behind their curriculum design. Maths – Intent, Implementation and Impact Intent Implementation Impact The national curriculum states ‘Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.’ Therefore, the intention for mathematics is to ensure that all pupils become fluent, reason mathematically and solve problems. – this involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. – involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Ofsted inspection framework: Be clear on ‘intent’ Sue Allingham Wednesday, October 2, 2019 This is the first of a series of three articles which will explore the new inspection frameworks for early years and schools to see exactly what the implications are for practice and provision in the EYFS. The Intent, Implementation and Impact of Geography Intent: At Meadowside CP and Nursery School, we strongly believe that high quality geography teaching offers our children the foundations for a greater understanding and knowledge of the world, as well as their place in it. This is made up of. Curriculum: Intent, Implementation & the Impact - Wootton Park School. This bite-sized online course will help you understand the terms intent, implementation and impact, which fall under the Ofsted judgement area Quality of Education (Education Inspection Framework 2019). We follow the Maths Mastery approach in Reception with an emphasis on studying key skills of number, calculation and shape so that pupils develop deep understanding and the acquisition of mathematical language. Be clear on exactly what these aims are. Ms Fearn said: “Intent is about what leaders intend pupils to learn. Personal, Social and Emotional Development. Following personal interests and individual needs, allows us to plan and provide opportunities throughout our EYFS curriculum to support learning and development and achieve their next steps. These include: As children grow and make progress in the prime areas, this will help them to naturally develop skills within the four specific areas. Play vocabulary games but with a science twist. Curriculum research: assessing intent, implementation and impact This research sets out what we have done in phase 3 of our research into the quality of curriculum in schools. These early mathematical experiences are carefully designed to help pupils remember the content they have been taught and to support them with integrating their new knowledge across the breadth of their experiences and into larger concepts. Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. Author: Sue Scott, EYFS Lead Review Date: September 2020 NB: This document should be looked at alongside our EYFS Policy 1 Sand Hutton and Warthill Federated Church of England (VC) Primary Schools Early Years Curriculum Statement of Intent Our Early Years Curriculum aims to lay a secure foundation for future learning. We work closely with the feeder nurseries and pre-schools and have begun to build links with a new on site nursery, run by Smiles, which opened in September 2019. As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school. The inspectorate has said that it will assess curriculum through intent, implementation and impact. Here, we’ve outlined how Renaissance products – particularly Star Assessments and Accelerated Reader– can aid primary and secondary educators in achieving what Ofsted will be looking for. Intent. From this, we have chosen multiple high-quality texts to create an integrated approach to learning from which pupils can experience the full curriculum. Early years inspectors are now required to make a judgement on a setting’s ‘Overall effectiveness’ and four new key judgements: 1. Curriculum Intent – ‘The heart and mind of every child’ At Scholar Green Primary School we aim to develop the heart and mind of every child. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens for staff or learners The characteristics of effective learning are viewed as an integral part of all areas of learning and are reflected in our observations of children. At Bacon Garth Primary School, we value Art and Design as an important part of the children’s entitlement to a broad and balanced curriculum. Learning and teaching is thus effective when children feel a sense of belonging, curiosity and competence showing resilience and tenacity. Curriculum intent is: A frameworkof aims is very different from a bullet point list of aims When considering a curriculum intent framework, education and training providers need to ensure the following: In the next two blog posts I will be looking further at the implementation and measuring its impact. Behaviour and attitudes 3. As such, we prioritise personal, social and emotional development and communication and language in the Nursery curriculum. Curriculum Policy - Intent, Implementation & Impact. At St Joseph’s Catholic Primary, the EYFS curriculum is designed to recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. Staff also use ‘pinny time’ which is a quick, on the spot intervention focused on sight words, blending and number retention with target individuals. Every child has access to a broad, balanced and differentiated curriculum which prepares them for now and for the future in terms of opportunities and experiences. Our investment in specialist teachers for music, art and forest school mean that children continually receive high quality teaching. If you are reading this in England, does the English Baccalaureate feature high or low on the agenda? Pupils learn through a balance of child-initiated and adult-directed activities. Quality of education 2. Nursery pupils begin to develop these key skills during daily maths meetings where they explore sorting, quantities, shape, number and counting awareness. The intent of the curriculum is synonymous with many of the Academy [s core aims: To provide a broad and balanced curriculum that is accessible to all pupils. The timetable is carefully structured so that children have rigorous directed teaching in English, maths and phonics everyday with regular circle time sessions to focus on PSED. At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. Intent, Implementation and Impact: how does your school's curriculum score on the three ‘I’s? What do you save until the bitter end? Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures . Progress toward the ELGs will ensure a positive disposition to learn. They can only do that if we embed the right habits for learning through the Characteristics of Effective Teaching and Learning – Play and Exploration, Active Learning and Creative and Critical Thinking. – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology. Let’s Talk Intent, Implementation and Impact in Early Years. Our Intent, Implementation and Impact for Early Years Foundation Stage The Early Years Foundation Stage is the period of education from birth to 5 years. The impact should be that children don’t give up, are highly motivated to succeed and achieve and are equipped with all the personal skills to do this. Last year we were externally moderated and the GLD exhibits the impact of the learning and teaching in the EYFS at Norman Pannell. – the early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. This includes, for example, Talk Boost; our nurture group with some of our vulnerable children or additional ‘catch-up’ provision in Maths. EYFS Intent, Implementation and Impact; EYFS Curriculum Intent. These three can easily be looked at from a child development perspective. At Bacon Garth Primary School we intend to build a Design Technology curriculum which develops learning and results in the acquisition of knowledge and skills. Our curriculum is therefore the cultural capital we know our pupils need so that they can gain the knowledge, skills and understanding they require for success. As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. An easy example might be getting out a jigsaw puzzle. Intent: At Norman Pannell our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. Early Years Setting Evaluation Sheet - Intent, Implementation and ImpactYou can also use the early years setting evaluation sheet to record some notes around the 3 I’s; Intent,Implementation and Impact during periods of reflection which has been developed using the Early years Inspection Framework (2019).This resource can edited so that you can add/change bits to suit your setting. Your ‘intent’ in planning a jigsaw activity is to promote early maths skills. Our EYFS Lead is Dionne Whittaker. ; who connect with others through language and play, ensuring that they play in a vocab rich environment. Reading Intent, Implementation & Impact Ofsted Next Steps 03/03/2016 ‘Continue to improve the quality of teaching targeted support in Key Stage 1, so that pupils make more rapid progress and standards increase to be in line with national average.’ Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others. Leadership and management. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. 1. These key shared values arose from whole school discussions with staff, children, parents and carers and governors. The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. Every child in our school is recognised as individual and unique. This is made up of four overriding principles which our early year’s education is based upon: The curriculum provides a play-based and experiential learning environment, combined with focussed teaching and basic skills, to ensure children make rapid progress before moving onto Year 1. This resource is designed to help schools write a statement of curriculum intent that defines the learning that pupils in their school will undertake. Reading is at the heart of our curriculum. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of education Our curriculum and its delivery ensure that children make good progress. Intent, Implementation and Impact. What does intent mean? At Norman Pannell we follow the Early Years Foundation Stage framework. Curriculum Intent Our statement of intent for our whole school curriculum is to ensure our pupils develop the necessary skills, knowledge and attitude to achieve fulfilling lives. Our children will grow to be confident, competent lifelong learners and good citizens. Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. Explore developmentally-appropriate examples of what ‘progression’ and ‘stretch’ looks like for young children, within the context of early mark-making and writing. Intent. It’s as simple as that. By monitoring assessment procedures regularly, we can effectively demonstrate what learning is taking place and how each child is progressing in all seven areas of the EYFS curriculum. I have taught in and supported many different Early Years settings over the years and I love that they all are unique. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. At John Ray Infants we recognise that the Foundation Stage is a unique time in the development of our children’s learning. Your ‘intent’ in planning a jigsaw activity is to promote early maths skills. This is achieved through talking to children, looking at their work, observing their learning experiences and analysing data and progress by year group, class, groups and individuals. This could be on the playground, in a game or disagreement, or in class in a complex learning challenge. The new framework is really centred around curriculum – what is being taught and how – with inspections focusing less on results and instead more on the intent, implementation and impact of the curriculum. Intent, Implementation & Impact. The inspectorate has said that it will assess curriculum through intent, implementation and impact. Personal development 4. Early Years; Intent, Implementation, Impact for the Early Years; Healthy Bodies, Healthy Minds, Healthy Futures. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. At Holy Family Catholic School we believe in providing a secure foundation for future learning and development for our children. Curriculum Intent. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities. Secure and confident; who enjoy coming to school and learning new skills and knowledge building on their existing learning. It is our intent that children who enter our EYFS begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning. The children in both Nursery and Reception are provided with ample opportunities accessible in our indoor and outdoor provision. In the next two blog posts I will be looking further at the implementation and measuring its impact. Intent. As the pupils move into Reception, we invest time and energy into helping pupils set and reflect on their own goals by aiming high and developing a love of reading, writing and number. For instance, try to describe a word (‘skeleton’, for example) without using specified words related to it (‘bone’, for instance). In our Foundation Stage we have two reception classes. We use cookies to track usage and improve the website. In our Foundation Stage we have two reception classes. An easy example might be getting out a jigsaw puzzle. EYFS Quality of Education, Intent, Implementation, Impact. Intent, Implementation & Impact Report for Physical Education (PE) Intent. What does intent mean? Our EYFS Lead is Dionne Whittaker. Date: 28/08/2019 ELP Training Teal salmon butty Curriculum Intent, Implementation and Impact Statement We are trusted with Parents’ most precious possessions… The Early Years Foundation Stage incorporates the period of learning and development from birth to 5 years old. Bacon Garth Primary School believes that Physical Education (PE), experienced in a safe and supportive environment, is essential to ensure children attain optimum physical and emotional development and good health. What do you want the children to learn, and what skills do you want them to acquire? The progress amongst the children was ‘outstanding’ from their starting point. ... Children in our early years, on average, arrive with much lower starting points than national. Consider intent, implementation and impact through the lens of child-initiated learning in this area. Our statement of intent for our whole school curriculum is to ensure our pupils develop the necessary skills, knowledge and attitude to achieve fulfilling lives. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest. Pupils also make good progress toward their age-related expectations before transitioning into Year One. This post was extracted from Exploring the Education Inspection Framework — a practical guide that aims to provide practitioners with a good understanding of the process of being inspected and the changes that the new EIF has brought into place. Assessment starts with careful observations which are then used to inform planning. Kym Scott, Early Years Consultant which our early year’s education is based upon: – Every child is unique child who is constantly learning and can be resilient, capable, confident and self-assured. 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