Charville Primary School - Early Years Foundation Stage


Nursery & Reception
Children learning in Nursery and Reception classes are known as the Early Years.  We follow the Early Years Foundation Stage (EYFS) framework.

Early Years Foundation Stage
The EYFS is a very important stage in a child’s life as it helps prepare for school ‘readiness’ as well as preparing them for their future learning and successes. We believe that throughout the Early Years the curriculum should be active, exciting and fun; and support their development, care and learning needs.  Every child deserves the best possible start in life and we aim to offer them that start at Charville Nursery.  Over the course of these years the children make huge leaps in their discovery of the world and in learning to read, write and work with numbers.
The EYFS framework explains how and what children will be learning to support their healthy development and provide the foundation children need to make the most of their abilities and talents as they grow up.  It also specifies requirements for learning and development and for safeguarding children and promoting their welfare.
In the EYFS there are 7 areas of development.  Three of these are known as Prime Areas and four of them are known as Specific Areas.
The 3 Prime areas are:
  • Communication and language
  • Physical development
  • Personal, social and emotional development
Then there are 4 specific areas. These are:
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design.
Children learn through all of the seven areas.  Some activities are taught through themed topics and others by specific objectives.  The children’s interests often lead the themes and the learning that is planned.  Adults meet each week to plan for the learning.  They take into account the successes from each week and the needs of the children.
Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. It is very important that they develop social skills, such as turn-taking, sharing and independence, which help them greatly in the next stages of their learning.  We ensure that a whole range of opportunities are available for the children so they enjoy their learning and have fun.

Phonics teaching and learning are a key part of the Foundation Stage and help to develop early reading and writing skills.  In Nursery children will explore different sounds made around them (e.g. a cow, an aeroplane, a car), they will learn to hear different sounds made in words and make different sounds.  In Reception children learn one version of all of the 42 different sounds that we make in English.  They will bring sounds home to learn on a weekly basis and will start to blend these together to support their reading.

Children work and play independently, with opportunities to choose as well as developed concentration through their sustained learning.  Through challenges and adult-led activities they have the opportunity to complete daily tasks.  We offer a number of workshops across the year to enable parents to be involved in their child’s learning.
Early Learning Goals

There are a total of 17 Early Learning Goals in EYFS:

The prime areas - Communication and language
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Physical development
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
The specific areas
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the world
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive arts and design
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Assessment at the end of Reception

Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities to support their learning.  Adults complete regular observations of the children in their everyday activities to celebrate the progress that the children are making and identify any points for development.
Each child’s level of development is assessed against the early learning goals (above).  Staff record whether the children have met each Early Learning Goal.
  • Emerging, not yet reaching expected levels of development for age
  • Expected
  • Exceeding, beyond expected levels of development for age
This information is shared with parents and with Year 1 teachers in preparation for the following year.