Early Years Curriculum

The Early Years Foundation Stage framework covers the development and learning of children from birth to the end of their Reception year at school.

Our pupils are able to experience and develop many aspects of the Framework through our Nursery provision and all the way through their Reception year. Regardless of whether parents choose our school nursery or another setting, experienced Early Years staff ensure all children continue to build on previous experiences so that they are well prepared for Key Stage 1.

The planning for the EYFS classes will be theme based and relevant to the interests of our pupils. Specific language and literacy teaching is delivered through daily Read Write Inc. sessions. In addition, planning includes the use of quality texts to develop a language-rich environment and foster a love for reading. Opportunities to practise the skills pupils need for writing are planned during continuous provision, enabling children to access tasks freely. Mathematics skills are taught through teacher led sessions and opportunities for applying mathematics skills through child –initiated and adult-led play are planned for carefully. The timetable for learning includes time for children to become immersed in play but also to provide opportunities for structured routine. Consideration is given to purposeful play and the different ways that children learn and reflect. Many enrichment opportunities are planned with visits and visitors to broaden pupils’ experiences. All activities and experiences will allow children to meet the requirements of the EYFS Framework, the age-related expectations and be ready for the next stage of their learning. ‘Planning in the Moment’ allows for personalised assessment and goal setting.

We aim to ensure that children regularly and freely access outdoor learning which is complementary and an extension of the indoor curriculum and where children are able to be more actively involved without the restrictions of space or noise. It is also important to take into consideration the social world we live in which can limit the opportunities children may have to play outside either from a safety aspect or a lack of space.