Intent:

• To create a happy, safe and nurturing environment where children develop their independence as learners.
• To provide a curriculum which is clearly planned and mapped to ensure that learning is progressive, exciting and motivates children to love learning.
• To create an environment where children develop resilience, friendships and positive relationships.
• To ensure that learning is accessible for all and that children’s individual progress is valued.
• To provide a stimulating indoor and outdoor environment where children safely explore risks and challenge their own learning.
• To work closely and collaboratively with parents in order to ensure we value home experiences and develop a true reflection of the whole child.
• To ensure that our children have the cultural capital to succeed in their future education and life in modern Britain.
• To develop the children holistically and ensure that all aspects of early childhood development are catered for.
• To promote a language-rich curriculum with sharp focus on developing children’s speech and language skills.
• To value the voice of the child and ensure that this is acknowledged and used to tailor learning according to preferences, interests and needs.

Implementation:

• In EYFS, we follow the Early Years Statutory Framework. This Framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum.
• We carry out the statutory baseline assessment for children in EYFS during weeks 2 and 3 to establish an on entry baseline for our children.
• We use the Development Matters non-statutory guidance to assess children every term, across all 17 areas of learning.  We use this to set targets and ensure that all children are making good progress from their starting points.
• We incorporate the characteristics of effective learning from Development Matters into all teaching and learning experiences for our children.
• We use Wellcomm to screen speech and language skills on entry to our school. This helps us to identify areas of concern and implement targeted interventions quickly.
• We plan a language rich curriculum where the development of communication and language is central.
• We plan learning under a new theme each half term and incorporate the seasons, celebrations and national days of significance into our learning.  We also have the flexibility to incorporate our children’s ideas and interests.
• The timetable is carefully structured to ensure that children learn through a balance of adult- directed and child-initiated experiences, indoors and outside, across the school day.
• Reading is at the heart of our curriculum and we foster a love of reading through sharing stories throughout the school day.
• Children are taught to read in a systematic way and we follow Little Wandle Letters and Sounds, which is a DfE approved programme for the teaching of phonics.
• We follow the Literacy Tree Scheme of Work for English and this uses real texts which have been carefully chosen to develop the children’s vocabulary and comprehension.
• We follow the White Rose scheme of work for teaching maths. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration.  Children also have daily number fluency practise to ensure that knowledge and understanding is embedded. 
• Our wider curriculum is taught through learning experiences planned to meet the milestones and outcomes in the EYFS curriculum, building with the ambition that our children will reach a good level of development as defined by the curriculum, at the end of EYFS.  We use some materials which link with schemes that the children will use as they move up through our school.

 

Impact

Through the delivery of a well-planned, child-led and challenging curriculum we aim that the pupils will leave the Early Years Foundation Stage as independent learners, with transferrable skills needed to start Key Stage One. This will be measured at the end of Reception through summative assessment which will determine whether the pupils have achieved a Good Level of Development.

Our pupils will be able to:

• Demonstrate a love of reading and knowledge about authors and a variety of books.
• Use their phonics knowledge to read accurately with increasing speed and fluency.
• Write correctly punctuated simple sentences, using phonics knowledge to spell simple words.
• Develop positive attitudes and interests in mathematics, look for patterns and relationships and spot connections
• Feel happy and safe in our school, having good personal, physical and social skills.
• Enjoying, listening attentively and responding with comprehension to familiar stories and rhymes.
• Demonstrate positive attitudes to learning across the curriculum through high levels of curiosity, concentration and enjoyment.
• Children will listen intently and respond positively to adults and each other.
• Be resilient learners who are keen to learn and are proud of their achievements.

 

	Curriculum Snapshot Summer 2 - Milestones	[pdf 979KB]
	EYFS Medium Term Plan Summer 2	[pdf 2MB]
	Curriculum Snapshot Summer 1 - Milestones	[pdf 820KB]
	EYFS Medium Term Plan Summer 1	[pdf 2MB]
	Curriculum Snapshot Spring 2 - Milestones	[pdf 769KB]
	EYFS Medium Term Plan Spring 2	[pdf 5MB]
	Curriculum Snapshot Spring 1	[pdf 745KB]
	EYFS Medium Term Plan Spring 1 2026	[pdf 879KB]
	Curriculum Snapshot Autumn 2	[pdf 663KB]
	EYFS Medium Term Plan Autumn 2 2025	[pdf 917KB]
	Curriculum Snapshot Autumn 1	[pdf 488KB]
	EYFS Medium Term Plan Autumn 1 2025	[pdf 846KB]
	EYFS Long Term Map 2025	[pdf 692KB]