Welcome to EYFS

In our Early Years Foundation Stage, we have a rich curriculum that promotes independence, curiosity and a love of learning.

We are Early Adopters of the new EYFS Framework. This consists of seven areas of learning. These are:

Prime areas:

  • Communication and Language
  • Physical Development

  • Personal, Social and Emotional Development

Specific areas:

  • Literacy
  • Mathematics
  • Understanding the World

  • Expressive Arts and Design

Please take a look at our curriculum overviews:

Foundation 1:

Children are taught through carpet sessions for Phonics, Maths, Physical Literacy and Literacy.

Foundation 2:

Children are taught through daily carpet sessions for Phonics, Literacy and Maths. Children also access a weekly guided reading session and have a 1:1 reading session with an adult.

Other areas of the curriculum are covered through a weekly Topic time, Music session and PE/Gross motor session.

During continuous provision, children have the freedom to explore indoors and outdoors through play and are encouraged to use team work, solve problems, make mistakes and take risks. The role of the adult during this time is crucial.

We ensure that we deepen this learning through modelling, scaffolding, questioning and differentiation. It is also during this time that we observe our Focus Children. Instead of having focus activities, each week we have 8 focus children.

The week before a child is one of our focus children, they take home a letter explaining this to parents and also asking them to contribute their knowledge of their child. Parents are then invited in to discuss what we have observed and to share next steps.

Throughout this process we enhance the environment to reflect the interests and needs of our children, ensuring that the children are always engaged and challenged.

We learn through the seasons and traditions and celebrations that occur throughout the year. Our core stories reflect these themes, however, the curriculum is very flexible and adapts and changes according to the children’s interests and next steps.

We have high expectations of our children. Our behaviour system ensures that all children are aware of the boundaries set and the importance of making good choices.

Home School Links:

We have strong home/school links and encourage parents to be actively involved in their child’s school life. We have an open door policy and regularly hold Stay and Play sessions throughout the year.

Parents are invited to Focus Child meetings at least once a term so that these observations and next steps can be shared. Parents have Marvellous Me log ins, where teachers send out messages regularly.

In F1, children take home Chatter Packs to encourage Speaking, Listening and early Literacy skills.

In F2, each child receives a free school book bag at the beginning of the school year and the children’s books are changed on a weekly basis.

Children have a weekly home learning challenge and they also take it in turns to look after a bear for the weekend. Home learning is celebrated and displayed in the entrance to our EYFS setting.

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted