EYFS Provision Report 

Length of Visit: Half a day in school plus preparation and report writing 

Purpose of Visit: To review to EYFS provision at the school

This visit consisted of:

• A learning walk to the EYFS provision

• A learning walk to observe the continuous provision which has been recently extended into Year 1

• Discussions with the EYFS leader and other senior leaders about the intent, implementation and impact of the EYFS provision

• A review of accessible and shared documentation relating to EYFS

• A view of samples of recorded learning through the learning journals

Main observations

Main Observations

The children enter the Early Years Foundation Stage and make good progress by the time they enter the more formal schooling stage in Key Stage 1. The percentage of children achieving a good level of development is above national and the higher local standards. They are successful in most of the early learning goals. There are a few areas relating to PSED, PD, UW and EAD where outcomes are slightly below national standards but leaders have a clear narrative relating to this. Children are given a strong and effective start to their education by skilled and passionate early years practitioners. This secures the solid foundation for extending the learning as the children progress from play based learning to the more formal requirements of the national curriculum.

There was the opportunity to observe the EYFS provision in practice and the newly introduced continuous provision in Year 1. There have also been other visits where we have explored the foundations of learning in EYFS relating to specific areas of the curriculum and in these more formal opportunities high quality teaching and learning has been observed. Strong effective practice is consistently observed in line with the characteristics of effective learning. There are clear and well established routines and quality interactions with effective adult led and child initiated play. Areas of learning are interwoven where possible so that children learn to link their learning. The learning environment is designed to promote executive function- this consists of planning, organisation, self control, task initiation, time management, metacognition, attention, flexibility and perseverance. We observed children deeply engaged in meaningful play and learning, demonstrating what they know and can do. 

Children show that they are learning through a variety of strategies. They show curiosity about objects, events and people and engage in open-ended activities in which they show particular interest. They construct play from their own experiences and this involves taking on a role in their play and acting out experiences with other children. They demonstrate confidence in initiating activities, seeking challenges and engaging in new experiences. Children were observed to be maintaining focus on their activity for a period of time showing fascination and curiosity. Children persist with activities when challenges occur and were observed to experimenting with different approaches to problem solving. Children demonstrate pride in their achievements and enjoy discussing this with a familiar adult. Children were enthusiastic about planning, making decisions about how to approach a task, solve a problem and reach a goal. 

The continuous provision in Year 1 was well planned and children were observed to be absorbed in a variety of different challenges relating to different areas of the curriculum such as science, history, religious education, computing, art, writing and mathematics. Activities were tailored to individual need, supporting language development and ensuring that assessment for each individual child is a priority focus. This is then designed to inform future planning to accelerate the learning for each individual pupil.

The EYFS development plan has been carefully planned, following evaluation and review of provision, to address three key priorities which include: 

• - The development of high quality staff interactions within the Reception class with a focus on the ShREC (Share attention, Respond, Expand, Conversation) approach and skills progression documents for each area of learning 

• - To ensure whole school curriculum progression documents include EYFS objectives. 

• - To implement “Mastering Number in Reception” and train staff

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Risk assessment of the EYFS provision is prioritised. The annual risk assessment was shared which identifies the potential hazards, the degree of risk and the mitigations in place as appropriate. This is followed through with a daily risk assessment which identifies any areas of concern in the indoor and outdoor learning environments along with seasonal risks to be aware of. There is rigour evidenced in these processes. 

The EYFS team are developing a clear progression of skills for each area of learning. This is strong and effective practice and provides helpful guidance to all practitioners in the EYFS provision. The example shared at this visit was the progression of skills for construction. This identifies how the objective “To become a Dynamic Designer who can choose and safely use the resources they need to make their creations, talk about what they have made and how they have made it” will be achieved through the sequential development of construction skills, the role of the adult and key questions and vocabulary to ensure interactions are of high quality, along with the resources required. 

Leaders have constructed a curriculum that is ambitious and designed to give children, particularly disadvantaged (including those with SEND), the knowledge, self-belief and cultural capital they need to succeed in life. This is constructed from the EY framework. The characteristics of effective learning underpin the planned curriculum. The curriculum is skills based and this gives children the building blocks to extend their learning. It is coherently planned and sequenced. It builds on what children know and can do, towards cumulatively sufficient knowledge and skills for their future learning. This can be evidenced in all curriculum planning documentation shared such as the annual EYFS plan which includes a breakdown of the theme, the educational programme, the curriculum goals and the term specific provision for each of the seven early learning goals. Weekly planning identifies the systematic approach to continuous provision regarding use of, for example, the book corner, creative skills and writing skills. Adult focus activities are identified along with the key texts and songs that reinforce the sequential development of communication and language skills. The curriculum overviews for each half term communicate clearly what the key learning is in each area of learning. This is both helpful and informative. 

There is a sharp focus on ensuring that children acquire a wide vocabulary, communicate effectively and, in reception, secure a knowledge of phonics, which gives them the foundations for future learning, especially in preparation for them to become confident and fluent readers. This has been observed in earlier visits. Through Drawing club children are exposed to the subject specific vocabulary that needs to be taught. Drawing Club inspires reading and writing and the practice and embedding of tier 2 and 3 vocabulary. This is taught kinaesthetically using actions. Children are taught to be curious about language, stories and developing the skills of prediction. 

The school’s approach to teaching early reading and synthetic phonics is systematic and ensures that all children learn to read words and simple sentences accurately by the end of reception. The school chose a rigorous phonics programme in line with the DFE validated schemes. This provides short, sharp interventions where required. Books are well structured and of a longer length to match the stamina needed. The teacher leading the phonics sessions knows exactly where each child is in their phonic development. There is fidelity to the scheme and there is a consistent handwriting font. Staff read to children in a way that excites and engages them, introducing new ideas, concepts and vocabulary. 

Staff are knowledgeable about the areas of learning they teach. They manage the EYFS curriculum and pedagogy in relation to the learning needs of their children. Staff are expert in teaching systematic, synthetic phonics and ensure that children practise their reading from books that match their phonics knowledge. There are regular meetings with staff to discuss the next steps in learning which are then incorporated into the planning.

Staff present information clearly to children, promoting appropriate discussion about the subject matter being taught. They communicate well to check children’s understanding, identify misconceptions and provide clear explanations to improve their learning. In so doing, they respond and adapt their teaching as necessary. This has been clearly observed on additional visits to the EYFS provision where foundational learning in various areas of the curriculum have been explored. 

Priority is given to developing social and emotional development. Children need to learn quickly how to work cooperatively. Staff are aware of who needs support in the prime areas of learning. They also prioritise the development of executive functioning skills as a pre-requisite for progressing learning. Education in emotional literacy starts in EYFS, learning vocabulary for naming emotions. Children are taught about emotional regulation through the correct use of the vocabulary. Songs and rhymes are used to embed routines (for example lining up and listening well and selecting resources – choose it, use it, put it away.) 

Early years practitioners work hard to engage parents as partners in the children’s learning. For example, the use of “Evidence Me” signposts the next steps in learning that parents can reinforce with their children – for example, Why don’t you try … On Friday phonic recap sheets are sent home so that the skills can be practised. 

A weekly newsletter recaps the learning for the week and prepares the family for the subsequent learning. Library and reading books go home and parents engage through the reading record. Staff work hard to engage parents who may be harder to reach. Parental workshops take place on a half termly basis. Recently the focus has been on feedback, phonics, reading and transition. Writing is the next one to be delivered. 

The EYFS leader is highly skilled, reflective and continually evaluates areas for further development. There is a clear rationale for the approaches taken to ensure high quality provision in early education. The current challenges and further development have been identified as: 

• - Refining the outdoor learning environment to further enable curiosity and wonder 

• - Mastering number in Maths 

• - Supporting the level of SEND 

• - Improving listening and attention skills

• - Communicating workable boundaries with parents 

• - Supporting children who lack imagination through modelling.