Early Years (Nursery and Reception)
Reception application process
The application process for a reception place for September 2024 will open on 01 November 2023.
The easiest way for parents to apply is online. Further information can be found on the Staffordshire Website Admission to primary and middle schools – Staffordshire County Council
The closing date is 15 January 2024.
Please click the link below for dates of our open visits. We welcome the opportunity to show you our lovely school and answer any questions you may have.
At Two Gates, every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of language, basic skills, knowledge, concepts and values. We constantly provide enhancement opportunities to engage learning and believe that childhood should be a happy, investigative and enquiring time in young lives, where there are no limits to curiosity and there is a thirst for new experiences and knowledge. We promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success.
Throughout their time in the EYFS, children develop a sense of belonging to our school community. They develop the confidence and skills which enable them to make decisions and self-evaluate, make connection and become lifelong learners. Our learning environments both inside and out, are stimulating and exciting; relevant to the needs and age/stage of our children. Natural backing and resources helps to promote a calm atmosphere conducive to learning, whilst easily accessible resources develop children’s ability to access the curriculum independently.
- To work in partnerships with parents to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.
- To understand and follow children’s interest, provide new and meaningful opportunities which develop their knowledge and skills set, consolidate prior learning, deepening knowledge and ensure that all children meet their next steps throughout our EYFS Curriculum.
- To create an indoor and outdoor environment which stimulates children’s imagination, curiosity and creativity.
- To prepare children for their next stage in education and to reach the Early Learning Goals at the end of the Foundation Stage, ensuring that all children make at least expected progress from their starting points.
- To ensure a smooth and seamless transition from EYFS to KS1.
At Two Gates Primary, children in our Early Years Phase follow the Early Years Foundation Stage Curriculum (EYFS). The 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 and critical thinkers.
Throughout EYFS at Two Gates Primary School, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. This framework specifies the requirements for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum. The Educational programmes outlined in the Framework, clearly state the activities and experiences that pupils should have the opportunity to come across in each of the seven areas of learning.
The children have access to a broad, balanced and progressive curriculum that enables them to learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum.
• Personal, Social and Emotional Development (prime area)
• Physical Development (prime area)
• Communication and Language (prime area)
• Literacy (specific area)
• Mathematics (specific area)
• Understanding the World (specific area)
• Expressive Arts and Design (specific area)
These seven areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported. We value the importance of uninterrupted play and carefully consider our timetable to ensure that children have the opportunity to access their environment and be fully engaged in the learning process. Adults skilfully assess children’s level of independence and engagement and only intervene in children’s play when value can be added or when invited to do so by the child.
We understand the importance of language and vocabulary and ensure that we provide a language rich environment through the selection of high quality texts and the modelling of language. Throughout the EYFS, we begin each week with a book that children will explore in a variety of ways over a period of days.
As children move into their Reception Year, development of these Prime Areas remains a central part of the curriculum, particularly in the first term to aid with transition. The learning from Nursery is continued and progressive; children in Reception have daily Read, Write, Inc. (RWI) sessions (our phonic scheme), a daily maths session and a focus on the teaching and learning of the specific areas becomes more prominent throughout the year. The continuous and enhanced provision allows children to build on new and existing learning taking into account all areas of the curriculum.
A practical, playful approach to learning, based on the needs and interests of our children, is delivered through loose themes based on texts, rhymes and seasonal events. We encourage active learning to ensure that children are motivated and interested. We take time to get to know children’s interests and needs which form the basis of our planning.
At Two Gates we are influenced by a range of pedagogies whilst recognising that one size does not fit all. We teach children individually, joining in with children’s play- in small groups and at times as a whole class. Through a combination of teacher input and continuous and enhanced provision opportunities, learning encourages children to develop their independence through exploration and challenge. Teaching and learning is a balance of child initiated and adult led activities in response to individual children’s needs and is adapted in the moment by our knowledgable and highly skilled staff to suit the needs and stage of each individual learner.