View our Curriculum Overview by clicking the link below, or view our termly Curriculum Letters at the bottom of the page, to see what EYFS will be learning each term.


Curriculum Overview


EYFS Rationale 

We greatly value the important role that the EYFS plays in laying secure foundations for future learning. Children learn best through carefully planned developmentally appropriate play-based activities but we also value the importance of routine, structure and stability for children who come from some of the most deprived social backgrounds.

  • Children in reception need more than a repeat of their pre-school experiences in F1 or Little Beck. We now have an increased number of disadvantaged 2 year olds who attended Little Beck and F1 who have already begun to receive a rich and broad curriculum. They are already developing a growth mind-set and a drive to succeed as a result.
  • Children are given a structured transition into FS2. This begins in the Summer term when those moving from FS1 spend sessions over two weeks in FS2. Children from other settings are invited to stay and play sessions at this time. This means that no time is lost at the beginning of the school year. Children begin to attend reception for full days during the first week of the academic year. This is negotiable with parents depending on the needs of the child.
  • As a result of the excellent progress made through Little Beck and FS1, an increasing number of children are arriving in Reception with a solid understanding and development of the prime areas of learning. This strong foundation means that children are ready and eager to be taught the basic skills of reading, writing and maths.
  • Reading, writing (including systematic synthetic phonics) and maths are taught through direct whole class teaching every day. Opportunities are provided in the provision for children to practise, develop and consolidate their knowledge through small group teaching and play.
  • We provide a sufficiently challenging curriculum for all children and have high expectations. As a result children are excited to complete challenges and make progress. This is demonstrated through the engagement with the Brain Star Challenges.
  • Staff make regular formal assessments of the progress children have made in reading, writing, phonics and number which is also valuable information when they transition into Year 1.
  • Snack time is used to develop language, communication and social skills. Children are encouraged to ask questions, talk to each other and share news from home.
  • The outdoor areas enhance rather than simply replicate the indoor. We feel that outside is a space for children to develop gross motor and other physical skills. Outdoor activities include large construction, bikes, mark making on a large scale, climbing, balancing and exploring the natural environment in the mud kitchen and digging areas. However children are not prevented from choosing other activities should they so desire.
  • All areas of the curriculum are planned for and areas of provision are clearly defined and enhanced with resources the children can access independently.
  • Examples of adult modelled activities are available as stimulus but all children are encouraged to follow their own interests and explore their creativity.
  • Characteristics of Learning books evidence this creativity alongside the online learning journeys the staff produce throughout the year.