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Feedback from Early Adopter Schools

Feedback from our Early Adopter Schools

See below for feedback from Early Adopter schools

  • Spending more time with children, able to focus on spending time with the children rather than recording observations.
  • Observations are more about what the children are accessing throughout the week – quick snapshot so parents are up to date.
  • Curriculum co-ordinators in schools have become involved and become more knowledgeable of the EYFS.
  • Separation of gross and fine motor has been helpful.
  • Used an English scheme which dovetailed well with the EYFS and was easy to follow every day.
  • Maths mastery and greater depth – have been given permission to stay within numbers to 10 and making sure children have a secure understanding. Not having exceeding as a profile judgement has helped to not push them further before ensuring they are rock solid.
  • Likes the changes, hadn’t used a scheme before and found focus on 1-10 took the pressure away from moving them on which has helped with their understanding and linking number and patterns – the practical side is so much better for them. Concrete resources have been helpful along with other resources. Quite an eye opener – enjoyed it!
  • Greater depth teaching of maths using a maths scheme – children have a good grasp. Teaching depth and application embeds learning.
  • The change in maths to a mastery approach, security of numbers to 10, children have a better grasp of the foundations.
  • Understanding the world – a lot in this area for the children to experience, especially this year.
  • Understanding the world section challenges because so much in there, having to adjust what we are teaching to check the breadth is in there. Have found the lack of observations difficult to get their head around – during a ‘normal year’ there would be more to observe but this year families have not been out and about so much because of COVID.
  • The assessment and not recording data for everything, quite an adjustment to work out how you are keeping track of those children.
  • Transitions between settings – requests for in-depth information about children and some settings haven’t been able to give this information.
  • Has been a challenge not writing things down particularly for the TAs – much better that we are being trusted to know the children really well and it does free up a lot of time.
  • Outside professionals still working to ages and stages.
  • Sharing with the SLT and working with less paperwork.
  • Just don’t panic it’s not that different, you are still teaching the way the children learn.
  • Get to know your community of children and use this information to build your curriculum.
  • When the children come in, get to know them without writing anything – get to know what they can do and just enjoy getting to know them.
  • Prioritise PSED – spending time with the children and getting to know them.
  • Get them talking!

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