We follow the revised EYFS Framework that became statutory on 1st September 2021.

The Early Years Foundation Stage (EYFS) sets the statutory standards for the learning, development and care of children from birth to 5 years old. The Development Matters non statutory document is used to support assessment, tracking and planning children's next steps. 

The content of our curriculum has been carefully mapped out to ensure that there is progression from nursery to reception and feeds into the national curriculum, giving our children the best possible start to their early education.  We have high expectations of our children and this is reflected in a purposeful, broad and rich curriculum.  EYFS staff evaluate the impact of our curriculum through checking what the children know and can do and take into account their needs and interests - next steps are planned and progress monitored.  Revisiting and carefully linked content enables children to consolidate, extend and deepen their knowledge and understanding. 

The extremely positive relationships that are formed impacts on the children's learning, development and well-being.  Children are keen to learn and explore, happily coming into school each day. Learning environments both indoors and outdoors are vibrant, creative and promote curiosity.  Achievements are celebrated and children enjoy exploring and engaging with the opportunities and adults around them.  The learning environment promotes the development of the Characteristics of Effective Teaching and Learning and adults establish consistent rules and routines that allow children to feel confident, secure and be willing to face challenges. 

EYPP funding is used effectively to ensure high pupil to staff ratios, enabling more quality interactions, opportunities and facilitating to take place daily.  Targeted support is put in place for children who need extra support.

INTENT

• Our approach to EYFS is evident and consistent across our nursery and reception provision.  

• We provide a high quality, play based curriculum, were all children make progress from their starting points. 

• We provide a balance of child-initiated and adult-led learning using continuous provision, whole class teaching and small group activities. 

• The curriculum builds on what children know and is sequenced coherently to build on skills and knowledge that children need for their future learning.

• All children in our setting are challenged and staff share the high expectations of them all.

• All children are encouraged to become independent learners and supported through modelling, explaining, exploring, facilitating and questioning, building on their confidence and resilience. 

• We have high expectations with regard to their behaviour and interactions with their peers and adults.

• Children and adults demonstrate high levels of respect, care and concern for each other.  Our provision is a warm, caring and nurturing environment, that enables children to thrive.  Children can recognise how their behaviour can impact on others. 

• We know that our children need a language rich environment and place high importance on developing speech, language and communication skills.
   

IMPLEMENTATION 

• High adult to child ratios increase purposeful / high quality interactions. 

• Children’s learning opportunities are developed through well planned and organised continuous provision, specific teaching inputs for RWI, Maths and other areas of learning.

• Areas of learning are taught through a topic based approach and staff are skilled at adapting and tailoring planning to the needs of the children. 

• Staff hold a shared understanding of our curriculum and how this has been mapped out.

• Vocabulary pyramids have been produced with all staff involvement, to support the introduction and consolidation of tiered vocabulary. 

• Cheeky challenges set up around provision to provide consolidation or new skill. 

• Books for continuous provision are planned for and key skills, vocabulary and concepts highlighted. 

• Mark making opportunities in all areas of learning. 

• Staff show an understanding and knowledge of how young children learn and CDP is planned to provide further support and knowledge. 

• Parents / carers receive pre teaching ideas before a new topic and weekly overviews of what the children are learning that week.  Home learning ideas are suggested to help develop and embed learning taking place in school. 

• Parents / carers receive observations of key learning and specific feedback on next steps in RWI.

 

IMPACT

• Our children are engaged in their learning and become increasingly independent.  They participate in a wide range of varied learning opportunities, both self directed and adult directed.  

• Children develop skills and knowledge across all areas of learning, including their vocabulary and understanding of language. 

• They develop a love of books, song and rhymes and can listen attentively and respond appropriately. 

• They demonstrate concentration and determination to take on a challenge and manage risks. 

• Children make good progress from their starting points and historically perform inline / slightly about LA.

• Children with SEND achieve very good outcomes, through the skilled staff, the Hive provision and adaptations to the curriculum to meet their individual needs. 

• Children are well prepared to begin year 1. 

• Y1 phonics screening is above national average.

• RWI prepares them very well in their reading and writing.

• Early Maths skills and concepts enable them to move onto the Inspire maths curriculum in year 1.

 

You can read the latest EYFS handbook and frameworks by clicking on the links below: 

Statutory guidance Early years foundation stage (EYFS) statutory framework

Development Matters Non-statutory curriculum guidance for the early years foundation stage.