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
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“There is a strong team culture within the school.”
“Pupils say they feel safe in school.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“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 support each other well when they are completing their work.”
“Pupils recommend the school to their friends.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils enjoy attending school.”
“Curriculum plans are well sequenced.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Children settle into school quickly.”
“Staff are well trained in teaching children to read.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Adults help pupils who fall behind.”
“Teachers check what pupils have learned and remembered each term.”
“Pupils enjoy learning about a wide range of subjects.”
“There are a wide range of school clubs.”
“Staff encourage
pupils to be independent from an early age.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“There are respectful relationships between adults and pupils.”
“Teachers who are new to the school welcome the support they receive.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils say that behaviour is good.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“The early years environment is inviting and well organised.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Children start to learn to read as soon as they enter the school.”
“Subject leaders are knowledgeable about their subjects.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Pupils learn how to keep safe when using the internet.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”