Early Years Foundation Stage

'Outcomes for children in the Early Years Foundation Stage are outstanding. The children are thoroughly involved in their learning, relate extremely well to adults and their peers and they show high levels of independence and persistence. The quality of provision is outstanding. The environment is very well organised and provides the children with exciting opportunities for learning both inside and outside the classroom. The teaching motivates the children so that they make rapid progress. Their progress is very carefully and regularly assessed and their welfare is rigorously monitored. Leadership and management are outstanding.' (Ofsted March 2009)

Every Child Matters

The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes;

1) Enjoy and Achieve
2) Be Healthy
3) Stay Safe
4) Achieve Economic Well Being
5) Make a Positive Contribution


Our Curriculum

Our creative curriculum follows the, ‘Statutory Framework for the Early Years Foundation Stage,’ 2017. The Curriculum comprises seven areas of learning and development:

The prime areas of learning:

  • Communication and Language - Speaking, Listening & Attention and Understanding 
  • Physical Development - Moving & Handling and Health & Self-Care 
  • Personal, Social and Emotional Development - Making Relationships, Self-Confidence & Self-Awareness and Managing Feelings & Behaviour

The specific areas of learning:

  • Literacy - Reading and Writing 
  • Mathematics - Number and Shape, Space & Measure 
  • Understanding The World - People & Communities, The World and Technology 
  • Expressive Arts and Design - Exploring & Using Media & Materials and Being Imaginative 

Characteristics of Effective Learning 

In planning and guiding individual learning we provide an enabling environment which allows all children to fulfil their potential and develop the skills necessary for successful learning:

Playing and exploring – engagement: Finding out and exploring, playing with what they know, being willing to ‘have a go’

Active learning – motivation: Being involved and concentrating, keeping trying, enjoying achieving what they set out to do

Creating and thinking critically – thinking: Having their own ideas, making links, choosing ways to do things


The Learning Environment

There is a seamless link between the indoor and outdoor learning environment which children access all day and in all weathers!

  • In the EYFS children’s natural, exploratory drive is developed through their self-directed play.
  • A child initiated (self initiated) activity is an activity wholly decided on by the child itself and is the result of an intrinsic motivation to explore a project, or express an idea.
  • The learning environment is organised in such a way that children can find and access resources for themselves. This promotes independence and responsibility.
  • We ensure that there is a balance of adult-led and freely chosen or child-initiated activities, delivered through indoor and outdoor play”
  • Outdoors, children can have the freedom to explore different ways of ‘being', feeling, behaving and interacting; they have space - physical, mental and emotional. They may feel less controlled by adults and are able to learn in the way that comes naturally to them - through play.
  • Outdoor learning has equal value to indoor learning
  • Outdoor learning has a positive impact on children's well-being and development

Transition into Year 1

  • Before the children move from the Foundation Stage into KS1 the teaching staff meet to discuss each individual child’s progress.
  • The child’s present teacher informs the future teacher of his/her level of ability, special educational needs and any other information relevant to the well being and development of the individual child.
  • Year 1 teachers are therefore aware of all the children’s achievements and can implement the next steps of their learning
  • The Y1 curriculum builds on and extends the experiences children have had during the foundation stage.

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