Early Years

Curriculum Intent

Our EYFS curriculum is designed to give every child the knowledge, language, confidence and learning behaviours needed to thrive in Year 1 and beyond. We value each child as an individual and build strong foundations across the prime and specific areas of learning, with particular attention to communication and language, personal, social and emotional development, physical development, literacy and mathematics. Reading is a central priority and systematic phonics begins promptly. Adults use high-quality interactions, stories, purposeful play and explicit teaching to extend children’s thinking and vocabulary. The Characteristics of Effective Teaching and Learning, including playing and exploring, active learning, and creating and thinking critically, shape how children engage with the curriculum. Our intention is to combine academic ambition with wellbeing, independence, curiosity and creativity so that all children, including disadvantaged children and those with SEND, develop secure foundations and a positive identity as learners.

Curriculum Implementation

In the Early Years, the curriculum is implemented through a deliberate balance of high-quality adult-led teaching, carefully planned continuous provision and purposeful child-initiated learning. Children develop secure foundations across communication and language, personal, social and emotional development, physical development, literacy, mathematics, understanding the world and expressive arts and design. Learning is rooted in meaningful experiences, rich language, high-quality texts, exploration and play.

The curriculum is sequenced from children’s individual starting points towards the knowledge, skills and behaviours they need for later learning. Daily routines and explicit teaching establish strong foundations in areas such as language, phonics, early reading and mathematics, while continuous provision gives children repeated opportunities to practise, apply and deepen what they have learned. Key knowledge and vocabulary are revisited regularly so that learning becomes secure and increasingly connected.

Adults model language, explain new ideas, ask purposeful questions and interact sensitively with children to extend thinking and address misconceptions. Observation and assessment are used to identify what children know, what they need to practise and when they are ready to move on. Indoor and outdoor learning environments are organised to promote curiosity, independence and purposeful practice, with additional support or challenge provided so that all children, including those with SEND or other barriers to learning, can access an ambitious curriculum.

Reading, Vocabulary & Oracy

Communication and language sit at the centre of the EYFS. Adults model rich vocabulary, sentence structures and attentive listening throughout routines and play. Daily stories and the reading spine expose children to language beyond everyday conversation, and repeated storytelling supports sequencing and comprehension. Children are encouraged to talk, explain, retell, question and listen before being expected to record ideas in writing.

Inclusion & Adaptation

Inclusion begins with knowing children well and designing provision that reduces barriers. Adults adapt communication, routines, sensory experiences, resources and the amount of adult support according to need. Short, targeted interventions can provide extra practice in phonics, language or early number while children remain part of the wider curriculum. Children who are ready for greater challenge are extended through richer questioning, more complex language, problem-solving and sustained thinking rather than simply being moved to later-year content.

Assessment

Assessment is ongoing and rooted in professional knowledge of each child. Adults use observation, conversation, work and participation to identify starting points, what has been learned and appropriate next steps. The original source refers to O’Track and ClassDojo as recording systems and to three assessment windows each year; these systems should be confirmed before publication. Assessment should remain proportionate and useful, supporting curriculum decisions rather than generating unnecessary evidence. Statutory EYFS assessment requirements are followed.

Enrichment & Wider Opportunities

Children experience a rich range of stories, outdoor learning, creative activity, visits and experiences that widen knowledge beyond the immediate classroom. Family engagement, reading events and contributions from home help connect learning across settings. Specialist provision and Forest School, where current, can further broaden physical, creative and exploratory experiences.

Curriculum Impact

Impact is seen in children who are confident, curious and increasingly independent learners with secure foundations for Key Stage 1. Children should communicate effectively, form positive relationships, engage in sustained play, develop early reading and mathematical fluency and use knowledge across different contexts. Leaders evaluate whether children, particularly those who are disadvantaged or have SEND, are learning the intended curriculum and making strong progress from their starting points. Statutory EYFS outcomes, professional assessment, pupil voice and observation of learning are used together to review provision and transition into Year 1.