Early Years Foundation Stage Curriculum



In our Reception class, we aim to create a safe and happy environment which provides engaging and enjoyable learning experiences for our children. Through this environment, the children develop their independence and confidence whilst acquiring new knowledge and skills. The children benefit from timely, positive interactions with the adults which both support and extend their learning.  Throughout the year children are working towards achieving the  Early Learning Goals which are the end of year expectation for reception children.

We have used the DfE Development Matters document to inform our curriculum design.

Our curriculum is delivered within a culture of  inclusion and high expectations for all pupils.  All pupils are included in every opportunity to enable them to achieve well.  This reflects the requirements for inclusion and equality as set out in the Special Educational Needs and Disability Code of Practice 2014 and Equality Act 2010.



We teach phonics, maths and RE discretely and use the Cornerstones curriculum projects as a basis for our remaining curriculum.  

We know that children learn best through play and through positive interactions with their peers and adults.  Our environment, both indoors and outdoors has a range of open ended resources to develop children’s learning and to enable them to become independent learners.  Adults support and extend children’s learning through meaningful interactions and developing ideas based on the children’s interests. 

We follow the Early Years Foundation Stage.  This includes four guiding principles which shape our practice:

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
  • children learn to be strong and independent through positive relationships
  • children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers
  • importance of learning and development. Children develop and learn at different rates.  The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND)

Through observation and interaction adults identify the next steps in children’s learning as well as any barriers they may be facing.  Adults frequently assess children’s progress and adapt the teaching and learning opportunities as appropriate.