Early Years

The Early Years Foundation Stage (EYFS)

Starting school for the first time is an important part of every child’s school life and we aim to ensure that it is as a positive and happy start as possible.

Our main focus in the EYFS is to provide a stimulating and enjoyable teaching and learning environment which lays the foundations for continued success throughout a child’s school life, both educationally and pastorally. One of our main aims is for children to settle in quickly and happily, to develop their personal and social skills, encouraging independence and responsibility.

Throughout the school year children will cover a broad spectrum of topics which will incorporate all areas of learning within the Early Years Foundation Stage Profile. The EYFS Profile is a document that all schools must follow. Early Years staff will continually assess your child against the criteria set with the Profile, which consists of 3 prime areas of learning and 4 specific areas of learning -

3 Prime areas:

    • personal, social and emotional development

    • communication and language

    • physical development

4 specific areas:

    • literacy

    • mathematics

    • understanding the world

    • expressive arts and design

Click on this link to find out more details about each of the areas of the EYFS Profile.

The topics children learn are dictated to some extent by their interests and we aim to provide a personalised curriculum with activities at the level appropriate to your child. All topics involve discovering about themselves and the environment in which they live. There will be a balance between all subjects, including those related to science, history and geography.

In Early Years there are a number of people involved in developing each child’s full potential. Our EYFS class has the support of a full time EYFS specialist Teaching Assistant, working in partnership with the teacher. Parents or volunteers from the school community also help by hearing readers or by working with a small group.

Copy of EYFS LTP & curriculum goals.pdf
Copy of EYFS progression map with ELGs.pdf
EYFS Development Plan 2020-21

In our academy’s early years setting we will help children to develop the learning behaviours by having:

  1. High expectations for learning;

  2. Clear routines and procedures that help build self-assurance for children;

  3. Purposeful and challenging experiences;

  4. An enabling environment;

  5. Inspiring teaching that will enable the children to display a thirst for knowledge and understanding and a love of learning;

  6. The formation of a strong partnership with parents/carers;

  7. An individualised approach to the pastoral care and needs of every child.

As Early Years providers we will:

  1. Give the children security and confidence within an atmosphere of respect for others;

  2. Support and extend knowledge, skills and understanding of the children helping them to overcome any barriers to learning;

  3. Develop a strong sense of self and high levels of confidence for each child;

  4. Ensure that all children feel included, secure and valued;

  5. Work in partnership with parents/carers to support the children’s rapid development, physically, intellectually, emotionally and socially;

  6. Work in partnership with multi- agencies including the Early years settings that children have transferred from;

  7. Build upon what the children already know and can do and extend their interests to encourage a positive attitude towards learning;

  8. Deliver the curriculum using varied approaches and teaching methods with relevant and appropriate content that matches the different needs of young children;

  9. Encourage the children to learn for themselves by providing opportunities for them to engage in activities planned by the teacher alongside those that they plan or initiate themselves;

  10. Allow time for the children to become engrossed, work in depth and complete activities;

  11. Develop basic skills through well-structured activities.

Early Years Foundation Stage (EYFS) Policy 2018-2020 v1