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Early Years Foundation Stage

Our Early Years leader is Mrs Simone Chambers.


Our EYFS curriculum is mapped out below across two cycles to ensure children have access to rich, broad, balanced and unique curriculum. 

Our Curriculum Cycle 1

EYFS Curriculum Cycle 2

You will see the cross curricular links and how the EYFS is taught across the year.


How will my child be taught in the Early Years Foundation Stage?


There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.


These three areas, the prime areas, are:


  • communication and language;
  • physical development;
  • personal, social and emotional development.


We must also support children in four specific areas, through which the three prime areas are strengthened and applied.


The specific areas are


  • literacy;
  • mathematics
  • understanding the world
  • expressive arts and design


We must involve activities and experiences for children, as follows.


  • Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
  • Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
  • Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
  • Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest and devlop their reading comprehension. 
  • Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to look at mathematical patterns, enabling them to make connections in whatthey see. We use a Maths Mastery approach in our teaching of this area. 
  • Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
  • Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.


Early Learning Goals


Upon starting in the Reception Year, teachers will assess the children's abilities and ensure that a range of activities are planned to enable the children to learn through play and strive to meet the Early Learning Goals which are expectations of development for the end of the Reception Year.  This are outlined below:


The prime areas:


Communication and language


  • ELG - Listening and attention:
  1. listen attentively and respond to what they hear with relevant questions, cooments and actions when being read to, and during whole class discussions and in small groups.
  2. Make comments about what they have heard and ask questions to calrify their understanding
  3. Hold conversation when engaged in back and forth exchanges with their teachers and peers
  • ELG - Speaking:
  1. Participate in small group, class and one to one discussions, offereing their own ideas, using recently introduced vocabulary
  2. Express their ideas and feelings about their experiences using full sentences, imcluding use of past, present and future tenses and making use of conjunctions, with modelling from their teacher


Physical development


  • ELG - Gross Motor Skills:
  1. Negotiate space and obstacles safely , with consideration for themselves and others
  2. Demmonstrate strength, valance and coordination when playing
  3. Move energetically, such as running, jumping, dancing, hopping, skipping and climbing
  • ELG - Fine Motor Skills: 
  1. Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;
  2. Use a range of small tools, including scissors, paint brushes and cutlery;
  3.  Begin to show accuracy and care when drawing.


Personal, social and emotional development


  • ELG - Self-regulation: 
  1. Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  2. Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  3. Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.
  • ELG - Managing self:
  1. Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  2. Explain the reasons for rules, know right from wrong and try to behave accordingly;
  3. Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.
  • ELG - Building relationships:
  1. Work and play cooperatively and take turns with others;
  2.  Form positive attachments to adults and friendships with peers;
  3. Show sensitivity to their own and to others’ needs.


The specific areas:




  • ELG - Comprehension: 
  1. Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;
  2. Anticipate – where appropriate – key events in stories;
  3.  Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
  • ELG - Word Reading: 
  1. Say a sound for each letter in the alphabet and at least 10 digraphs;
  2. Read words consistent with their phonic knowledge by sound-blending;
  3. Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
  • ELG - Writing: 
  1. Write recognisable letters, most of which are correctly formed;
  2.  Spell words by identifying sounds in them and representing the sounds with a letter or letters;
  3. Write simple phrases and sentences that can be read by others.




  • ELG - Number: 
  1. Have a deep understanding of number to 10, including the composition of each number
  2.  Subitise (recognise quantities without counting) up to 5;
  3. Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
  • ELG - Numerical Patterns:
  1.  Verbally count beyond 20, recognising the pattern of the counting system;
  2. Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  3. Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.


Understanding the world


  • ELG - Past and Present:
  1. Talk about the lives of the people around them and their roles in society;
  2. Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;
  3. Understand the past through settings, characters and events encountered in books read in class and storytelling.
  • ELG - People, culture and communities: 
  1. Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  2.  Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  3.  Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
  • ELG - The Natural world: 
  1. Explore the natural world around them, making observations and drawing pictures of animals and plants;
  2.  Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  3.  Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.


Expressive arts and design


  • ELG - Creating with materials: 
  1. Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
  2.  Share their creations, explaining the process they have used;
  3.  Make use of props and materials when role playing characters in narratives and stories.
  • ELG - Being imaginative and expressive: 
  1. Invent, adapt and recount narratives and stories with peers and their teacher;
  2.  Sing a range of well-known nursery rhymes and songs;
  3. Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.


At the end of the Reception Year, each child is assessed as to whether they have met or not met the Early Learning Goals.  These assessments are statutory (i.e. are required to be completed by the Department for Education) and are forwarded on to the Local Authority at the end of the Summer term.