Our Curriculum adheres to the Statutory Framework of the EYFS and the four principles that shape practice within Early Years settings:

• 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, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and/or carers;
• Children develop and learn in different ways and at different rates.               

Below is how the EYFS profile is broken down which can be found in more detail at the following web link. Early Years Foundation Stage (EYFS) framework 

The EYFS profile is broken down into seven main areas. The first 3 areas are called the 'Prime' areas of learning and the final 4 are called the 'Specific' areas of learning.

• 1. Communication and Language
• 2. Physical Development
• 3. Personal, Social and Emotional Development
• 4. Literacy
• 5. Mathematics
• 6. Understanding the World
• 7. Expressive Arts and Design

The 'Development Matters' document breaks each area down and provides a range of age-related objectives under the titles Birth to 3, 3-4 year olds, and Reception aged children.

The main 7 areas are then split down again to make 17 areas of learning called, 'The Early Learning Goals (ELGs)'. Whilst objectives in each age category are not specifically taught, staff use their experience and knowledge to monitor and collect evidence through observations, written work and on-going assessments, much of which is recorded on the 'Evidence Me' online tool to check that a child's learning and development is on-track for their age and by the end of the reception year. Teachers will make a judgement on whether the child has reached the ELG in each of the 17 areas.

Below are the ELGs that children work towards by the end of their Reception year, in each of the EYFS curriculum:

1. Communication and Language

Listening, Attention and Understanding

• Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
• Make comments about what they have heard and ask questions to clarify their understanding
• Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

Speaking

• Participate in small groups, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary
• Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate
• Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher

2. Physical Development

Gross Motor Skills

• Negotiate space and obstacles safely, with consideration for themselves and others
• Demonstrate strength, balance and co-ordination when playing
• Move energetically, such as running, jumping, dancing, hopping, skipping and climbing

Fine Motor Skills

• Hold a pencil effectively in preparation for fluent writing using the tripod grip in almost all cases
• Use a range of small tools, including scissors, paintbrushes and cutlery
• Begin to show accuracy and care when drawing

3. Personal, Social and Emotional Development

Self-Regulation

• Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly
• Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate
• Give focussed attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions

Managing Self

• Be confident to try new activities and show independence, resilience and perseverance in the face of challenge
• Explain the reasons for rules, know right from wrong and try to behave accordingly
• Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices

Building Relationships

• Work and play co-operatively and take turns with others
• Form positive attachments to adults and friendships with peers
• Show sensitivity to their own and to others' needs

4. Literacy

Comprehension

• Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
• Anticipate - where appropriate - key events in stories
• Use and understand recently introduced vocabulary during these discussions about stories, non-fiction, rhymes and poems and during role-play

Word Reading

• Say a sound for each letter in the alphabet and at least 10 digraphs
• Read words consistent with their phonic knowledge by sound-blending
• Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words

Writing

• Write recognisable letters, most of which are correctly formed
• Spell words by identifying sounds in them and representing the sounds with a letter or letters
• Write simple phrases and sentences that can be read by others

5. Mathematics

Number

• Have a deep understanding of number to 10, including the composition of each number
• Subitise (recognise quantities without counting) upto 5
• Automatically recall (without reference to rhymes, counting or other aids) number bonds to 5 (including subtraction facts) and some number bonds to 10, including double facts

Numerical Patterns

• Verbally count beyond 20, recognising the pattern of the counting system
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as another quantity
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

6. Understanding the World

Past and Present

• Talk about the lives of people around them and their roles in society
• Know some similarities and differences between things in the past and now, drawing on their expectations and what has been read in class
• Understand the past through settings, characters and events encountered in books read in class and storytelling

People, Culture and Communities

• Describe their immediate environment using knowledge from observation, discussion, stories, non fiction texts, and maps
• Know some similarities and differences between differences religious and cultural communities in this country, drawing on experiences and what has been read in class
• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non fiction texts and - when appropriate - maps

The Natural World

• Explore the natural world around them, making observations and drawing pictures of animals and plants
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class
• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter

7. Expressive Arts and Design

Creating with materials

• Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function
• Share their creations, explaining the process they have used
• Make use of props and materials when role-playng characters in narratives and stories

Being Imaginative and Expressive

• Invent, adapt and recount narratives and stories with peers and their teacher
• Sing a range of well-known nursery rhymes and songs
• Perform songs, rhymes, poems and stories with others, and - when appropriate - try to move in time with music

In addition when planning our activities we consider the ways in which children learn and these are reflected in our practice to develop and cover ‘The three characteristics of effective teaching and learning’ which are: 

• Playing and exploring - children investigate and experience things, and ‘have a go’;
• Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
• Creating and thinking critically - children have and develop their own ideas, make link  between ideas, and develop strategies for doing things.