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Umaiza was able to recognize numbers 1-5, counting out the ducks carefully. She was then challenged to count out ducks from 6-10, she could match them with the numeral and show me the amount on her fingers. She was also challenged to write the numbers from 1 to 5.

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We add photographs and videos to evidence the children's work and activities they have accessed in the Continuous Provision. Teachers, TAs, LSAs and Parents contribute to this learning journey so we get a full picture of individual children's learning both in school and at home. Some LSAs link their observations to The Cherry Garden branches whilst all other observations are flagged directly to the area of the curriculum it has covered with a description and next steps where applicable to inform future Teaching and Learning. There is an expectation of the amount of observations that are added each week. The professional judgement of the high quality FS staff means incidental observations in the classroom and garden are added too which really demonstrate the children's real life application of skills they have learned during focused learning.

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FS - Deepening Understanding of the World in Desert School

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FS - Deepening Understanding of the World in Desert School

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In desert school we grow vegetables which we then harvest, chop and use for printing in the CP or eat. We also explore the local flora and fauna of the UAE here the Aloe Vera plants are being watered the children understand they have adapted to the hot climate and therefore require less water than the vegetables. We chop pieces off to discover what’s inside and talk about the amazing medicinal purposes it has to deepen and challenge thinking. The children make links in their learning whilst out and about at the shops etc…

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Welcome cards at the start of the school year

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Welcome cards at the start of the school year

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All Primary staff received a personalized welcome card at the start of the year.

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FS - Embedded use of the Leuven Scale across FS to monitor student wellbeing

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FS - Embedded use of the Leuven Scale across FS to monitor student wellbeing

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The teachers use the scale to visually assess the children’s well being. It is used throughout the session and the impact of interventions ensures all children are involved and happy in their learning environment.

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During the time in the Mars area the children access the educational apps independently. The teacher and TA facilitates interventions using the apps/ iPads during this time based on classroom observations and assessments.

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Making connections in their learning from the FS1 animals topic to caring for our real tortoise. Exploring and inquiring learning nee things, feeding him, caring for him, watching him move and his habitat. In January he started sleeping more as the weather cooled down, the children revisited hibernation and what that means using iPads to find out which other animals hibernate too.

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FS2 - Using technology with growing independence to enhance and consolidate learning

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FS2 - Using technology with growing independence to enhance and consolidate learning

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The children use the iPads to play educational games during Mars time they also use them in their learning to take photos, videos and research new information!

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FS - HPL award presented in Assembly each week

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FS - HPL award presented in Assembly each week

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We present the children with certificates in assembly each week. The HPL award winner is then that week's 'Wellbeing Warrior' who stands and welcomes their friends into school on Wellbeing Wednesday!

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FS2 - Real life application of literacy skills

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FS2 - Real life application of literacy skills

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Cross curricular links having opportunities to mark make in different areas encouraging writing skills in the book corner.

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FS - Assessment for Learning for activities

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FS - Assessment for Learning for activities

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The children have access to an interactive Assessment for Learning display where they move their faces to how they are feeling about the activity they are doing. This is a great tool especially for children who cannot verbally communicate their feelings.

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FS1 - The Very Hungry Caterpillar Party 

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FS1 - The Very Hungry Caterpillar Party 

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The FS1 children had an opportunity to learn the story The Very Hungry Caterpillar though reading the story whilst tasting all of the food that the caterpillar ate. We discussed with foods were healthy and unhealthy. We also discussed which foods the children liked and disliked.

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FS1 go to the library once a week and are encouraged to hold the books carefully and the correct way up turning the pages one at a time. They begin to be interested in the words noticing letters they have learned. They build up an understanding and comprehension of stories through engaging story times and develop a Love for Reading.

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We believe that swimming is a life skill especially living here in the UAE. The children have weekly swimming lessons to develop their confidence in and around the water as well as teaching them to float and swim with growing independence.

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We are really lucky to have such an amazing resource at FPS. Our Desert School enables learning beyond the classroom. There are opportunities to practise and consolidate skills, take risks, think critically and problem solve that would not be possible without this fabulous space. It is unique and rare to find this high quality outdoor learning space in schools in Dubai and through planned but more importantly child initiated play, learning opportunities come up that would not arise in other environments. We grow vegetables which we will harvest, flowers and scented shrubs, we have a mud kitchen and cafe, real tools, snake, terrapins, fish and a pet tortoise called Geoffrey! The EYFS is embedded in all areas providing opportunities to mark make on paper and large black boards, counting and recognising numbers in the environment, physical development in the form of bridge building and climbing as well as fine motor skills using tools. PSED in all areas, CL opportunities with key questions and challenges around as prompts. Understanding the World and EAD are deeply embedded in all aspects of Desert School too. All of this makes Desert School a very special place which the children look forward to coming to each week!

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Within the working wall you can see the differentiated work that takes place during literacy work. You can also see children completing the challenge from challenge cards in the continuous provision.

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HPL links on challenge boards so children can extent their own learning to greater depth independently.

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The teacher worked incredibly hard with the inclusion department and met with this particular child's physiologist to make bespoke behavioural adaptations to the EYFS curriculum for example a calm down space under the teacher's desk.

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Nursery, FS1 and FS2 were given SWYW training so it can be embedded into the high quality learning experiences for the children. It develops fine and gross motor control to support writing.

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Immersing ourselves in the Arabic culture in the Souk and Dhow

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Immersing ourselves in the Arabic culture in the Souk and Dhow

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The children enjoy spending time in the Souk and Dhow our representation of Old Dubai. They get the opportunity to dress up, role play and look at books and learn more about about Dubai and the UAE.

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Classroom helper - Here are some of our classroom helpers in action today! Each day we choose new helpers to take on the role of line leader, eco monitor and HPL detective.

Children give out stickers according to what they have seen their friends doing in the classroom. Arabella gave Ayten a kind and caring sticker for sharing.

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Desert School - cross curricular links 🍃🌸🌴

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Desert School - cross curricular links 🍃🌸🌴

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Cross curricular links in desert school practising literacy skills, fine motor threading 🍃 and loose parts play! 🌸

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The wellbeing warrior for each week stands and welcomes their friends into school each Wednesday morning.

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The children in FS2 have weekly social studies lessons as part of their connected curriculum. During these lessons they learn about the UAE.

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We use the maths mastery approach to teach maths. Yahya used his knowledge of who lives in his house to help him count. He used the people counters to represent each person.

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During Positive Relations week we had odd sock day which represented it is ok to be different and that we are all unique. We talked a lot about kindness and using kind words and kind hands. One of our rules across FS is to always be kind to our friends, teachers, toys and animals in line with our empathy HPL value.

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We post videos and pictures on tapestry for parents to see in order to the development of specialist subjects. For example it is hard for parents to get regular updates from their child’s class teacher but through these posts they get to see a glimpse on how their children are developing.

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We use a traffic light assessment sheet that can be used by both the teacher and TA to assess the children's learning on the key focused activities for the week.

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EYFS Summary Data AY 22-23. This includes internal and PIRA end of Year data. Cluster moderation and checkpoints used to ensure accurate judgements.

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Our wonderful TAs feed into our assessments by providing notes on the activity which are then uploaded to Tapestry and used to inform future planning. Next steps are recorded and used to ensure the intervention timetable and tracker are updated.

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A weekly written document is provided for LSA’s working with Level 3 children giving them an overview of the teaching and learning expectations for the week.

The document details activities that the LSA’s can focus on using the continuous provision in the classroom and as well as focused activities that help with each child’s areas for development.

The document also gives details of activities that the children will be completing with the teacher and teaching assistants and suggests what the LSA can be doing to prepare their children for those activities in advance.

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Healthy eating is an important part of our learning. We encourage healthy snacks and lunches providing suitable options to parents during the ‘Welcome to FS workshop!’ Healthy eating is discussed and throughout the day at snack time, lunchtime and here during the hungry caterpillar party. FS1 learn about healthy options and good oral health during our People who help us topic and FS2 learn about it as part of their growing topic.

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We track each child’s attendance and punctuality and this is celebrated in assembly each week. The class with the best attendance and punctuality get the bear for the week which is then photographed and shared in assembly. This allows us to flag any child who has low attendance or is consistently late.

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The FS children are excited and confident to share their jobs within the classroom there is a HPL detective, Eco helper and live leader each day.

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Making connections in their learning from the FS1 animals topic to caring for our real tortoise. Exploring and inquiring learning nee things, feeding him, caring for him, watching him move and his habitat. In January he started sleeping more as the weather cooled down, the children revisited hibernation and what that means using iPads to find out which other animals hibernate too.

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The children all wore a green accessory for Mental Health Awareness Day. We did a circle time about emotions and how we must talk about how we are feeling. It is OK to be sad, cross, grumpy or happy and it's good to share our feelings by using our words.

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We teach the curriculum in a way that promotes children's love for learning! Our planning is not only focused on providing a rich curriculum and stimulating curriculum that is accessible to all, but to encourage the children to get involved in all aspect of their learning and to enjoy their progress through the curriculum with the use of a range of fun and stimulating resources and activities.

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The children found a tomato had fallen from the plant over the weekend. Through high quality questioning we thought about how it had come off as it was not ready. We talked about the tomato being green, being hard and not smelling like a tomato. Using our senses we passed the tomato round to explore and inquire about its appearance. We then cut it in half, I asked the children to talk to their talking partner about what we ight see inside ... lots of good answers and of course the higher performers guessed seeds. we discussed the life cycle of a plant and the children working at greater depth were able to explain if the seeds have water, light and warmth they will grow into a tomato plant!

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The children are exposed to amazing learning opportunities. Taking care and learning about our class pet tortoise allows incredible conversations around his appearance, habitat and life. Latifa was interested to talk about what he eats and why does he sleep so much? Through high quality questioning and some research on the class iPad she was able to find out that tortoises hibernate in the colder months and they only eat vegetables making them herbivores. Exposing the children to new and exciting words is an important part of their learning and enriches their vocabulary. We are listening for their new words to be used in their independent play.

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Sentence writing in term 1 of FS2 for our high performers shows use of phonics skills learned so far and the beginnings of how a sentence should look with finger spaces, capital letters and full stops. We never put a ceiling on our children’s learning opportunities and although it is not perfect the children are proud of their work and their success is displayed. The teachers will then be aware of their next steps and their progress is evidenced in their literacy work.

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Senaree is independently writing sentences using her phonics knowledge to write words and understanding of sentence structure using a capital letter, finger spaces and a full stop at the end. Senaree is being challenged with more complex words but still using the sounds learned in the Phonics units covered so far to allow a high success rate.

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FS2 - Challenge above curriculum expectations

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FS2 - Challenge above curriculum expectations

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This child is working above curriculum expectations and during the adult led activity she was challenged to write a sentence independently.

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This challenge card from early on in the year gives children the oppurtunity to challenge themselves in their play. HPL is embedded and all challenge cards have HPL links on them so that children are aware of the learning skills that they are using.

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Writing trackers are stuck in the back of the children’s literacy books. At several points during the year the children will complete pieces of writing where the work is assessed against the end of year standards. A pink dot represents a skill that has been demonstrated during the piece of work making it easy to see the child’s progress towards the standards over the course of the year.

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In Maths we have a CPA approach. This child completed the main concrete activity of showing different capacity levels. To challenge him further, he then completed a pictorial representation activity in his book.

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Sitara is working above the curriculum expectations. Through the Maths Mastery CPA approach she is able to say one more and one less than a given number and draw that amount. To extend and challenge her learning Sitara was asked to write the numbers in addition to drawing the amounts.

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The children in FS2 make real world links in their learning. during our Science Day activities they predicted what would happen to a biscuit when it got wet. As a class they then experimented and discussed the outcomes.

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The children learnt about keeping our beaches and oceans clean and the reasons why this is important during our Beside The Seaside topic. The class then decided that they wanted our display to be all about people can help. The display shows unhappy animals and children at the seaside due to rubbish on one side and then happy animals and children on the other (clean) side.

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In Maths we use the CPA approach. Any concrete activities that the children complete are shown on Tapestry. Some children then complete pictorial challenges, which can be found in their Maths books. When appropriate, all children complete pictorial activities in their books, for example, pattern making. In the back of their books the children are gaining an understanding of number representations and practicing their number formation.

FS2 have been starting to use Maths books

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FS Planning is robust and personalised

The planning across FS allows us to map learning to ensure there are no gaps in the children's learning and any there are get plugged in readiness for Year 1 and the National Curriculum. It is detailed and differentiated as well as personalised to enable all children to thrive and find their own personal success which is our school Vision. The level of detail enables our TAs and LSAs to support, question and challenge the children to create a bespoke learning journey. Continuous Provision is planned and resourced to a high level to ensure there are stimulating learning opportunities in all areas of the classroom, shared spaces and garden. Plans are annotated daily by the teachers and TAs to ensure next steps, support and challenges are put in place, formative assessments are key to our children's success.

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As part of our curriculum we take part in educational visits. FS1 went to the Dubai Safari Park to learn all about the different animals we might see on safari. This experience allowed the children to take their learning into a real life experience.

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Each of our indoor and outdoor areas have the EYFS embedded throughout. Making sure that there are opportunities to engage in activities that embody the 7 areas and the skills within each. E.g. mark-making area, maths area.

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Every week the children have a squiggle whilst you wiggle session, these sessions are designed to help the children develop their gross and fine motor skills. Each week we learn a new movement which help the children learn how to form letters correctly. The Super Starfish took their learning to greater depth and practised independently and used it in real life application in the farm shop when writing a shopping list.

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A weekly written document is provided for LSA’s working with Level 3 children giving them an overview of the teaching and learning expectations for the week.
The document details activities that the LSA’s can focus on using the continuous provision in the classroom and as well as focused activities that help with each child’s areas for development.
The document also gives details of activities that the children will be completing with the teacher and teaching assistants and suggests what the LSA can be doing to prepare their children for those activities in advance.

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Arabic culture in the Continuous Provision

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Arabic culture in the Continuous Provision

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The children enjoy dressing up in Emirati clothes and exploring the culture we live in during the Continuous Provision time within the classroom.

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We offer bespoke parent workshops to enable the parents to better understand the curriculum and how their children learn. We emphasise the importance of our children learning at Greater Depth and the real-life application of new skills learned.

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Our parents are actively involved when we do collections throughout the year. They are incredibly generous and are keen to help and support the school and wider community.

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Weekly the EYFS leadership team meet to discuss wellbeing, safeguarding, SEND, dates, data and AOB.

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Teacher and Teaching Assistant Appreciation Day

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Teacher and Teaching Assistant Appreciation Day

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Sincere appreciation for our teachers across all phases in the form of thank you cards with a note and hand written message and treats.

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We added a shout out book to all staff rooms so kind messages and appreciation for all staff members could be shared from our support staff, TAs, LSAs, teachers and Leaders.

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All parents are to read and sign prior to starting.

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The Nursery children love visiting the Bamboo Garden and listening to their favourite stories.

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Nursery - Love for reading library books

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Nursery - Love for reading library books

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The children in nursery choose a book to take home each week to share and enjoy. Parents have an explanation of how to enjoy the books together reading the words and also the importance of enjoying talking about the pictures building up comprehension skills from an early age.

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Some examples of how the team feel supported and guided effectively. Trust and ownership over learning environments, planning and daily practice is given with supportive and experienced feedback and advice given to enhance consistency and ensure high expectations allowing staff and students to flourish.

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As a department we are continually evolving, learning and developing. We have a plan of all the developments we have made over the past year and are always striving for high quality teaching and learning opportunities to enable our children to make the very best progress that they can whilst in the EYFS department at FPS.

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Our Early Years Foundation Stage (EYFS) curriculum design aligns with Development Matters and Characteristics of Effective Learning, fostering a child-centric approach that nurtures curiosity, creativity, resilience, and social skills, ensuring holistic development for flourishing young learners.

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Our skills progression map guides sequential learning, aligning with early learning goals, ensuring a systematic approach for continuous development and achievement in foundational skills.

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Empowering our parents with knowledge on the early years: Fostering curiosity, encouraging play, embracing curiosity, nurturing communication and celebrate every milestone with joy.

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Our Cluster moderation involves a collaborative assessment approach to ensure accurate judgments and comparisons of on-track statements. The 'on track' statements are aligned to birth to 5, and development matters. This supports in enhancing the reliability and consistency of teacher judgements.