Early Years Foundation Stage
Play underpins our delivery of the Early Years curriculum. Through play our children become active learners, explore and develop learning experiences which helps them to make sense of the world.
Children have the chance to explore ideas, learn how to manage feelings and resolve conflicts. They are given space to explore and discover, to take risks and make mistakes within a safe and secure environment. We nurture a sense of curiosity by encouraging children to ask questions, reflect and problem solve on their own and with others.
The EYFS staff create a child-focused environment which challenges, motivates and encourages learning through first-hand experiences. This method puts the children first and enables staff to plan the curriculum around the child’s needs and interests, while promoting the importance of the unique child.
The Early Years Foundation Stage comprises of 7 areas of learning – 3 prime and 4 specific areas.
The prime areas of learning are:
- Communication and Language
- Physical Development
- Personal, Social and Emotional Development
The specific areas of learning are:
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
All EYFS staff are responsible for, and contribute to, the assessment of learning for all children through recorded observations. Observations are recorded on Tapestry, with links to ages and stages indicated. Parents have access to Tapestry to monitor how their child is progressing, and are encouraged to share experiences and learning from home on it.
Find out more information about our curriculum here:
Download our curriculum newsletters here:
Nursery
Reception
“Pupils recommend the school to their friends.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Pupils enjoy learning about a wide range of subjects.”
“Teachers who are new to the school welcome the support they receive.”
“The early years environment is inviting and well organised.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“There are a wide range of school clubs.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Adults help pupils who fall behind.”
“Pupils say they feel safe in school.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“There are respectful relationships between adults and pupils.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“There is a strong team culture within the school.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Children start to learn to read as soon as they enter the school.”
“Curriculum plans are well sequenced.”
“Children settle into school quickly.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Staff encourage
pupils to be independent from an early age.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Subject leaders are knowledgeable about their subjects.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils support each other well when they are completing their work.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Staff are well trained in teaching children to read.”
“Teachers check what pupils have learned and remembered each term.”
“Pupils learn how to keep safe when using the internet.”
“Pupils enjoy attending school.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Pupils say that behaviour is good.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”