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The curriculum

The Early Years Foundation Stage applies to children frombirth to the end of the reception

year. In our school, children join Foundation Stage 1 for the mornings only and are full time

in Foundation Stage 2.

The Early Years Foundation Stage is based upon four themes:


A Unique Child


Positive Relationships


Enabling Environments


Learning and Development

Learning and Development

There are seven areas of learning and development that must shape educational

provision in early year’s settings. All areas of learning and development are important and

inter-connected. Three areas are particularly crucial for igniting children’s curiosity and

enthusiasm for learning, for building their capacity to learn, form relationships and thrive.

Prime Areas:


Personal, Social and Emotional Development


Communication and Language


Physical Development.

Staff also support children in four specific areas through which the three prime areas are

strengthened and applied.

Specific Areas:






Knowledge of theWorld


Expressive Arts and Design.

We deliver learning for all of the areas through purposeful play and learning experiences,

with a balance of adult-led and child-initiated activities.

Through play, our children explore and develop learning experiences which help them

make sense of the world. They practice and build up ideas, and learn how to control

themselves and understand the need for rules. They have the opportunity to think

creatively alongside other children as well as on their own. They communicate with others

as they investigate and solve problems.

The Learning Environment

The Foundation Stage classroom is organised

to allow children to explore and learn securely

and safely. We adopt the immersive learning

approach and ensure that the learning

environment sets the mood and develops

creativity and imagination in our pupils.

There are areas where the children can be

active, be quiet, creative etc. The Foundation

Stage has its own outdoor area. The free flow

between the inside and the outside has a positive effect on the children’s development.

Being outdoors offers opportunities for doing things in different ways and on different

scales than when indoors. The children can explore, use their senses and be physically

active and exuberant.

Parents and Carers as Partners

We recognise that parents are children’s first andmost enduring educators and we value

being partners with them in their child’s education through:


talking to parents about their child before their child starts in our school


offering both parents and children the opportunity to spend time in the Foundation

Stage before starting school


operating an open door policy for parents with any queries.


sharing regularly the children’s ‘Learning Journey’ with parents and valuing the

on-going contributions to this fromparents.


offering three parent/teacher open days per year


sending a report on their child’s attainment and progress at the end of their time in

the Foundation Stage


developing a range of activities throughout the year that encourage collaboration

between child, school and parents


access to Tapestry – an online learning journal recording every child’s progress.

Rainbow Challenge -

as part of developing independence, children are set seven

challenges for the week linked to a colour of the rainbow and the areas of learning.

Children collect a corresponding coloured bead linked to the challenge they have achieved

and reflect upon these on a Friday.

“Children’s play reflects

their wide ranging and

varied interests.”

“In their play children

learn at their

highest level.”