Education Durham
Early Years Curriculum Project
Strengthening purposeful curriculum design and implementation in early years
What is the Education Durham Project?
The Education Durham Early Years Curriculum Project was established to meet the needs and improve outcomes of schools across the county. It focuses on the process of curriculum design and implementation rather than providing a ‘completed’ curriculum for schools to lift and use. It aims to empower leaders and educators in creating meaningful contexts for progressive teaching and learning across the early years phase.
Find out more below
Empowering leaders and educators in creating meaningful contexts for progressive teaching and learning
Early Years Leaders Charlotte Norman and Paige Hutchinson discuss the impact the project has had on their work, namely an increased focus on meaningful contexts, sequenced learning, school leadership involvement and provision for 2-year-olds.
Read more and listen below
The project involved 3 key aspects:
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Regular professional development is embedded throughout the project. Six training events, led by Jan Dubiel, focus in turn on the EYFS areas of learning and development, alongside the characteristics of effective learning and learning behaviours. Events are attended by the school’s early years leader alongside either the headteacher or curriculum subject lead.
The voice of project participants:
The PD events have inspired us to review our current offer and make the changes we weren’t as confident to make historically. – Paige Hutchinson, EY Lead, Shotton Hall Primary
The PD events were really useful. I liked the way we looked at different elements of prime and specific areas of learning. I also enjoyed the focus on characteristics of effective learning which are too easily overlooked. Jan was very easy to listen to, his knowledge was impressive. These days motivated and inspired me. – Paula Nunn, EY Lead, Roseberry Primary
As EY Leader, the events have provided support for developing and articulating our EY curriculum offer. The gap tasks have provided tools and ideas for developing this with the whole team. – Emma Huntley, EY Lead, Burnopfield Primary
I am not, and never have been an early years practitioner. Therefore, sessions like this help me to consolidate and deepen my understanding of the EYFS to support my leadership role. – Joanne Soanes, Headteacher, Ludworth Primary
Very good practice to unpick the small elements as these are actually ‘huge’ in terms of progression for SEN learners. – Lorna Burns, EY Lead, Durham Trinity Special School
As Curriculum Lead, the events were really useful in terms of unpicking the relevant key skills and knowledge from birth to five and thinking about how these lay the foundations for KS1 and KS2 to ensure progression. – Louise Phillips, Deputy Headteacher, Lumley Infant & Nursery School
Networking is integral to the project. Providing a safe space for educators to explore possibilities and share their own journey not only promotes confidence, knowledge and clarity but also supports articulation. Networking opportunities are built into every professional development event and geographic cluster networks outside of these events compliment the rich discussions and idea sharing.
The voice of project participants:
It has been really useful to speak/share ideas with other practitioners on the progression of skills as it is a very complex process. – Diane Shafto, EY Lead, Broom Cottages Primary
The networks have been useful to see other people’s journeys and to get ideas from. Seeing their development in action was really useful. – Jen Laycock EY Lead, Cockton Hill Infant School
It has been very useful to talk in clusters and to share similar highlights/problems, as well as really interesting to visit different settings. – Alison Bancroft, EY Lead, Durham Gilesgate Primary
Most of our early years staff attended the cluster networks. This has helped us have a cohesive approach to the project. – Helen Allister-Webb, Deputy Headteacher/EY Lead, Delves Lane Primary
Having the opportunity to talk with colleagues and advisors has clarified and challenged my thinking - many brains are better than one! – Chris Lawson, EY Lead, Laurel Avenue Primary
Bespoke advisory visits provide coaching and mentoring support for individual schools, following up and reflecting on the training events and implications for the individual school.
The voice of project participants:
The advisory meetings are excellent, it’s great to talk through things with my advisor, her experience and advice has been invaluable. – Michelle O’Connor, EY Lead, Bowburn Primary
Very valuable – lovely to have someone say ‘have you thought about…?’ and to sign post to research, publications and websites. – Chris Lawson, EY Lead, Laurel Avenue Primary
Invaluable – great to have such knowledgeable 1:1 advice and support. – Michaela Kerr, EY Lead, Evergreen Special School
The impact of the project
We have given the project a high priority this year and have invested significant leadership time and EYFS team time in re-evaluating what we do as a result of what we have learnt. The project has made a real difference to the way we plan in early years and has improved the understanding of our staff. The Early Years Lead has worked with the team to look at each area of learning and they have broken down each one into small steps from when the children first join us at 2-years-old through to readiness for year 1. Staff now have a shared vision of what we expect to see from our learners and the planning has moved away from more task and activity-based planning to skills, knowledge and understanding based. – Kathryn Costello, Headteacher, West Cornforth Primary School
Being part of the project supported with the theoretical thinking behind the practice. It also provided opportunities to hear other schools’ perspectives and ideas about different areas of the curriculum. – Jill Jones, Headteacher, Rosemary Lane Nursery School
Things would not have changed if we were not part of this project! It made us realise that what we had currently wasn’t the best that it could be for the children or staff workload. – Michaela Kerr, EY Lead, Evergreen Special School
The project has helped us to closely look at each learning strand and create a personalised progressive curriculum, bespoke to our setting. – Laura Dixon, EY Lead, Cockton Hill Infant School
Watch the Education Durham podcast series
Education Durham podcast series
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Education Durham Early Years Conference 2024
In focus – the early years curriculum
Creating meaningful contexts for progressive teaching and learning
in the early years
When and where?
Friday 15th November 2024 9.00am – 4.15pm
Refreshments and registration 8.30-9.00am
Durham Leadership Centre
Education Development Centre
Enterprise Way, Spennymoor, DL16 6YP
Who should attend?
• Early years leaders and practitioners
• Headteachers of primary, infant or nursery schools
• Curriculum leaders
What can I expect?
Based on developments undertaken during the Education Durham Early Years Curriculum
Project, this conference will:
• explore the principles and process of effective curriculum design and implementation in the early years
• place a spotlight on the importance of learning behaviours within the curriculum
• share school developments through a wide range of workshops led by participants of the Early Years Curriculum Project
• support schools in reflecting, refining and developing practice and provision for their youngest children
Keynote speaker
Jan Dubiel
Jan is a nationally and internationally recognised specialist in Early Childhood Education and has been identified by the Times Educational Supplement as one of the ten most influential people in British education.
Delegates will receive free access to the Education Durham interactive
‘Early Years Curriculum Look Book!’
Which outlines the process of curriculum design and implementation and shares the journey and developments of project schools throughout this process.
For more information and to book your slot click on the button below!
