Organisation
Our Nursery and Reception classes follow a curriculum which is reconsidered, adapted and improved each year, following termly themes and weekly texts. Each term proposes an open-ended question to inspire curiosity and excitement, encouraging children to ask their own questions, explore the world around them and investigate their interests.
Key Documents
We use key documents to support the ongoing and reflective development of our curriculum, assessment and planning cycles within the EYFS.
- EYFS Statutory Framework (September, 2026) – This is used to consider pedagogy within our environments and ensure we are following guidelines to support and safeguard each unique child. This also document enforces the key experiences, foundational skills and learning that children will gain throughout their EYFS journey.
- Development Matters (Non-Statutory, June, 2017) – This document has informed our progressive, skill-based learning approach, where foundational skills are implemented, developed and worked upon throughout EYFS. These statements are part of, but are not conclusive, of the skills developed through planning and provision.
- Early Learning Goals (ELG) – The ELGs reflect a level of development children should be expected to have reached by the end of the EYFS. These are used to support professional judgement and assessment at the end of Reception.
Content and Sequence
As a federation, the EYFS team have reviewed the updated frameworks and supporting documents to plan opportunities that deepen children’s interests, understanding, skills and wellbeing. The curriculum is sequenced in order to allow pupils to learn and continuously revisit familiar skills and concepts, whilst providing opportunities to develop these skills within increasingly complex provisions. This recognises that every child is unique within their learning journey, and allows for an adaptive and responsive pedagogical approach.
All areas of learning are considered within a cross-curricular approach, and adapted to the needs of each cohort. The yearly, termly and weekly plans therefore reflect a careful balance of child initiated learning, play and exploration and regular guided teaching moments to ensure children receive a holistic approach to learning.
The curriculum prioritises oracy, communication and vocabulary, and this is encouraged through careful planning, an attitude of reading for pleasure, and thoughtful, enriching interactions with pupils. The texts and discussions we engage with throughout the year foster our learning topics, children’s interests, self-regulation, physical and mental health and individual class needs.
Throughout the year, EYFS classes celebrate and explore their local area and community events. These may include:
- Remembrance Day services at local churches.
- Visits to local farms, shops, fire stations and galleries.
- Exploring the local area and observing how it changes throughout seasons.
- Maypole dancing in the community.
- Creating links with other schools to share experiences within our school trips.
- Bonfire Night celebrations and parades.
- Religious holidays are celebrated as and when they occur in the year, to allow us to immerse ourselves into the occasion. These may be celebrated through enrichment days, visits to local places of worship or visitors to our classrooms.