Foundation Curriculum Statement

Our Foundation Stage curriculum is based around first hand experiences and recognises the importance of play.

Continuous provision planning ensures that we offer the children a broad and balanced curriculum. Planning is enhanced through an awareness of children’s interests which influence both adult led learning and child initiated opportunities.

Forest School sessions are held each week and children have the opportunity work outdoors each day.

We view the environment as the third teacher and have adopted the Reggio Approach as a positive way of working with young minds and have developed the philosophy of the approach within our setting.


We believe that:

  • young children are powerful learners
  • all children have potential


We believe children learn better:

  • when they can encounter new, interesting experiences
  • by active involvement
  • indoors and outdoors
  • in an environment of warm relationships
  • when there are good partnerships between home and school
  • with supportive adults who listen and respond
  • when adults and children reflect on previous learning, develop ideas and plan next steps
  • when children’s interests are valued
  • in an environment which motivates and engages them in their learning

The children often work on enquiry based projects that reflect and extend children’s natural instinct to discover, create and learn

In Nursery and our Foundation Stage classes, Starfish and Seahorses, we ensure that all children have access to a broad and rich curriculum that gives them opportunity to reach their potential in all areas of learning and development identified in the Early Years Foundation Stage statutory framework.

The EYFS statutory framework is made up of seven areas of Learning and Development. Three prime areas and four specific areas. These areas are connected and all are important however the three prime areas are crucial in forming a strong basis for all Learning and Development.

More information about the seven areas of Learning and Development can be found at

The prime areas are:

  • communication and language
  • physical development
  • personal, social and emotional development

There are also four specific areas through which the three prime areas are reinforced and applied. The specific areas are:

  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

None of the areas of learning can be delivered in isolation from the others. We aim for our children’s learning experiences to enable them to develop competency and skill across a number of learning areas.

Children require a balance of adult led and child initiated activities in order for them to reach the levels expected at the end of EYFS.

 Our pupils in EYFS also participate in daily phonics sessions, following the guidance in the “Letters and Sounds” document.

We ensure that our environment and delivery of the curriculum incorporates the three characteristics of effective teaching and learning:

  • playing and exploring -children have opportunities to investigate, experience and “have a go”
  • active learning –children are given time and space to concentrate, persevere and enjoy their achievements
  • creating and thinking critically – we encourage children to have and develop their own ideas, make links and develop strategies


The Prime Areas

Communication and language

We believe that Communication and Language development is about:

  • a broad agenda which incorporates speech, language and communication
  • recognising that communication and language is of fundamental importance to learning
  • knowing and developing every child’s level of confidence and competence in all aspects of communication and language
  • valuing different types of communication and language
  • developing reasoning skills, explanation, clarification of ideas, justification of views and making choices and decisions
  • being able to listen well

We will:

  • be good role models
  • celebrate and promote good communication and language
  • intervene  appropriately and with sensitivity when joining children’s conversations
  • know the developmental stages of communication and language
  • ensure adequate time for listening, thinking, responding and initiating 
  • use children’s own language wherever possible to support their work and thinking, collecting and scribing children’s words in documentation
  • value children’s contributions
  • make up, retell and read stories

Physical development

We believe that physical development is about:

  • improving skills of co-ordination, control, manipulation and movement. It supports children to gain confidence, feel the benefits of being healthy and active, developing a sense of well- being
  • providing opportunities for challenge, risk taking and solving problems
  • having time to explore and experiment both inside and outdoors
  • developing thinking skills
  • developing hand-eye co-ordination

We will:

  • introduce opportunities for children to develop their physical skills
  • encourage children to take risks within their own level of confidence
  • support children who are hesitant in meeting physical challenges
  • ensure that all equipment is risk assessed and well maintained
  • plan a broad and rich range of learning experience that promote physical development
  • promote imaginative and creative movement
  • promote children’s awareness of their own space and that of others
  • enable children to develop manipulative skills by working with a range of tools, equipment and materials, promoting safe and appropriate use
  • give time for repeating and practicing movements and skills


Personal,Social and Emotional Development

We believe that Personal, Social and Emotional Development is about:

  • developing secure relationships between the child and their family and staff working in EYFS
  • children growing and developing as a person and part of society
  • learning dispositions, self- esteem, confidence, rights, responsibility, relationships and respect
  • becoming independent, including with self- help skills
  • being able to relate and communicate with each other
  • respecting others needs and differences
  • understanding and managing feelings

We will:

  • model being a considerate and responsive partner in conversations
  • support children in being open and confident in relations with others
  • help children to understand feelings by labelling emotions
  • value and support decisions that children make
  • teach children to care for each other, materials and the environment
  • trust children to work with materials independently
  • intervene when children need help in new or difficult situations
  • model concern and respect for others, materials, living things and the environment
  • establish clear routines and expectations for behaviour in line with the school Behaviour Management Policy
  • collaborate with children in creating explicit rules for our setting



We believe that development in Literacy is:

  • nurturing the love of reading and writing
  • underpinned by the development of communication and language
  • promoting phonetic awareness and understanding
  • celebrating children’s attempts at writing
  • teaching and supporting letter formation
  • understanding the physical skills and co-ordination required in the process of becoming a writer

We will:

  • provide daily opportunities for children to write in a variety of contexts
  • read with the children each day
  • plan daily adult led activities to support the development of reading and writing
  • encourage story sharing and children reading books at home
  • make visible children’s writing
  • deliver discrete teaching sessions of phonics- Letters & Sounds daily
  • deliver discrete teaching sessions of letter formation and motor development – Pen Pals
  • create a literacy rich environment in which children feel motivated and enthusiastic about reading and writing and are confident in having a go



We believe that development in mathematics is about:

  • developing mathematical ideas, methods, skills, principles and vocabulary
  • sorting, sequencing, comparing and contrasting
  • embedding number sense
  • using mathematical concepts in play and a variety of contexts
  • knowing and using mathematical vocabulary
  • talking about experiences and explain mathematical thinking

We will:

  • provide a variety of provocations, experiences, resources and activities to promote and support mathematical development
  • teach knowledge and skills through practical experiences
  • plan daily adult led sessions to support the development of mathematics
  • provide  activities that use a range of mathematical resources and equipment which children are able to select themselves
  • sing counting songs and rhymes which help develop children’s understanding of number
  • play games which relate to mathematical concepts such as number order, addition and subtraction
  • model and encourage use of mathematical language
  • use pictures and objects to illustrate mathematical concepts
  • encourage mark making to support mathematical thinking
  • provide a mathematically rich environment
  • demonstrate methods of recording


Understanding the World

We believe that Understanding the World is :

  • exploring and understanding the environment using all of the senses
  • children being curious and investigating
  • children questioning, figuring things out
  • developing enquiry skills
  • providing foundations for later learning in science, design and technology, history and geography
  • observing differences and similarities
  • using materials and tools for making, shaping and representing their ideas
  • using ICT purposefully
  • developing joy and awe and wonder in the natural world and foundations for life-long awareness of our responsibility to care for it


We will:


  • provide an environment which stimulates and challenges children’s curiosity
  • provide opportunities for children to become aware of differences in gender, ethnicity, language, faith and culture
  • plan activities that are based in first hand experiences
  • teach knowledge and skills through practical experiences
  • provide a range of ICT to support teaching and learning
  • extend children’s experiences through educational visits and visitors to the setting

Our pupil’s sense of awe and wonder is extended by the Reggio Emilia approach, Forest school sessions and opportunities for outdoor learning


                                                Expressive Arts and Design

We believe that Expressive arts and design is about:

  • responding to and having an appreciation for a range of musical genre
  • creating sounds using simple percussion
  • singing songs and rhymes
  • moving in response to a stimulus
  • exploring colour and texture
  • manipulating materials to achieve a planned effect
  • constructing with a purpose in mind
  • selecting a using arrange of tools and media

We will:

  • expose the children to a wide range of musical styles
  • build a repertoire of songs and rhymes which children and adults sing together
  • help children to listen and respond to music through movement
  • encourage and support children as they immerse themselves in a creative experience
  • introduce vocabulary which will allow children to talk about their observations and experiences
  • make suggestions and ask questions to extend children’s ideas


Christian Theme of the Month

The Christian theme for this half term is 'Trust'.

"When I am afraid I put my trust in you" Psalm 56.3

In school we will be:

Exploring the concept of trust.

Encouraging pupils to further develop a trusting attitude.

Exploring who we can trust and how we know if someone is trustworthy.

Parents and carers, please help us at home to support your child in their understanding of the above concepts.