EYFS and Curriculum
Early Years Foundation Stage (EYFS)
The EYFS is a government document which describes what adults must do to help young children learn and develop when caring for them in a professional capacity. It describes 7 areas of learning in which professionals should support young children's development, and lays out the welfare requirements which govern early years childcare. Miss Dell (the Setting Manager) meets with each key worker every half-term to discuss each child's progress in the areas of learning, flagging any 'Areas of Concern' and customising plans to provider additional learning opportunities for children as needed. Additionally, Mrs Denhart (Deputy Manager and SENDCO) plans and coordinates additional support for those children who may have an emerging additional need (see our SEND section) where 'Areas of Concern' are persistent.
Since September 2021, a revised version of the EYFS has been implemented which involves some significant changes, particularly around the structure of learning and development. Further revisions have been made in September 2023, specifically in relation to supervision of children at meal times, supervision ratios for 2-year-olds, and how childminder supervision ratios are calculated. The EYFS document can be found here.
As part of these changes, the ‘Development Matters’ document, which is essentially our curriculum guide, has also been changed. Development Matters was previously used as a checklist of objectives which children within tight age bands were measured against. The revised document is much broader and does not have any checklists of specific objectives. It is instead to be used as a general guide for the sort of things a child might be doing up to the age of 3, then 5, and then in Reception.
As a result of these changes, parents will see less focus on our building an evidence base or assessing specific objectives. Tapestry is now used as a general communication tool and will not assign next steps to be met or generate progress reports against a generic standard. Instead, the focus is firmly on the needs of the individual children, and will allow our staff to use their professional judgement to decide how best to move each child’s learning on.
The document below is a very useful guide for parents and carers and was created by the same team who wrote the new Development Matters.
The EYFS is a government document which describes what adults must do to help young children learn and develop when caring for them in a professional capacity. It describes 7 areas of learning in which professionals should support young children's development, and lays out the welfare requirements which govern early years childcare. Miss Dell (the Setting Manager) meets with each key worker every half-term to discuss each child's progress in the areas of learning, flagging any 'Areas of Concern' and customising plans to provider additional learning opportunities for children as needed. Additionally, Mrs Denhart (Deputy Manager and SENDCO) plans and coordinates additional support for those children who may have an emerging additional need (see our SEND section) where 'Areas of Concern' are persistent.
Since September 2021, a revised version of the EYFS has been implemented which involves some significant changes, particularly around the structure of learning and development. Further revisions have been made in September 2023, specifically in relation to supervision of children at meal times, supervision ratios for 2-year-olds, and how childminder supervision ratios are calculated. The EYFS document can be found here.
As part of these changes, the ‘Development Matters’ document, which is essentially our curriculum guide, has also been changed. Development Matters was previously used as a checklist of objectives which children within tight age bands were measured against. The revised document is much broader and does not have any checklists of specific objectives. It is instead to be used as a general guide for the sort of things a child might be doing up to the age of 3, then 5, and then in Reception.
As a result of these changes, parents will see less focus on our building an evidence base or assessing specific objectives. Tapestry is now used as a general communication tool and will not assign next steps to be met or generate progress reports against a generic standard. Instead, the focus is firmly on the needs of the individual children, and will allow our staff to use their professional judgement to decide how best to move each child’s learning on.
The document below is a very useful guide for parents and carers and was created by the same team who wrote the new Development Matters.
| What to expect in the EYFS |
Curriculum Coverage
The chart below shows how our provision will organised each week using colour coding and notes for quick reference. We would encourage parents to refer to this coverage chart to stimulate conversation with the children at home and to aid handover conversations with their Key Workers. This chart is designed to be delivered flexibly, ensuring a broad and balanced curriculum delivery whilst prioritising the freedom to follow the children's interests.
Greenway Nursery's Curriculum Achievements
The Curriculum Coverage Map above shows 8 colours corresponding to the 8 achievements that we aim for every child to accomplish before they leave us to start Reception Class. Each of these goals has 3 developmental stages which signpost how even the youngest children begin to develop the skills, knowledge and behaviours to become well equipped for the next phase of their education. Every week there is either a Foundation Group or a Focus Activity with a Math or Literacy objective, along with Continuous Provision opportunities in BOTH Counting and Reading/Writing. Around this core of academic learning, our team provider a wide range of learning opportunities promoting the other 6 Learning Achievements, following the children's interests.
We have developed the 8 aims of this curriculum in partnership with Trafalgar Community Infant School (our main feeder school), who provide detailed feedback on each cohort's successes and challenges, allowing us to focus on those aspects of the children's learning which best equip them for a successful Reception year. Similarly, we have responded to the advice of our regulator, Ofsted, in designing aspects curriculum which focusses on the area for development raised at our previous inspections.
The detail of the 8 Learning Achievements that we aim for every child to accomplish are:
To Start Reading and Writing
Step 1: We will develop our fine and gross motor skills building on our coordination of hands to manipulate writing tools and turn pages within a story.
Step 2: We will explore reading and mark making by beginning to give meaning to various marks we make and marks/text within the environment e.g. finding our name labels on pegs and trays. We will be able to articulate sounds and speak confidently.
Step 3: We will be able to make recognisable letters, shapes, and pictures. We will be able to stay on topic when retelling a past event or reciting a favourite story.
Achievement – We will be able to write part or all of our first name by forming recognisable letters. We will be able to recite our favourite story or use puppets and props to act it out.
To start counting
Step 1: We will develop awareness of numbers within the environment and what these represent e.g. their own age. Support the development of numbers by singing rhymes and chants focusing on remembering the stable order sequence 1-5.
Step 2: We will be able to count up to 5 objects in different arrangements and in context, giving one number to each object and understanding cardinal principle.
Step 3: We will match quantity and numerals between 1-5 and then 1-10.
Achievement- We will understand numbers 1-5, including 1 greater or fewer than a given number.
Managing Learning Behaviours
Step 1: We will be able to sit on the carpet appropriately and pay attention for a short period of time e.g. for a story or our morning/afternoon times.
Step 2: We will sit at a table to complete our focus activity and remain on task and not distracted by those around.
Step 3: We will sit for our Foundation group times. Move from a carpet to a table and back again when asked to, adjusting focus and attention as necessary to manage behaviour.
Achievement: We will take part in a short 3-part lesson with a carpet input, task at tables and carpet plenary.
Develop a sense of self and Independence
Step 1: We will be able to separate from our main parent/carer happily. We will communicate by words or expressions how we are feeling e.g. by crying, smiling or saying ‘I am sad’.
Step 2: We will explore the environment independently and begin to interact with other children, building on and forming our own relationships We will learn to articulate our feelings with others and talk about our thoughts and feelings openly showing understanding and empathy.
Step 3: We will build up games with others. We will understand others’ emotions and find resolutions with our friends when conflicts arise. We will articulate our feelings and thoughts together to find solutions; expressing opinions and feelings about certain games.
Achievement: We will become confident and independent learners with an ability to overcome challenges. We will develop the ability to self-regulate and manage our own thoughts and feelings.
To Understand the Diverse World
Step 1: We will be able to identify similarities and differences between ourselves, the natural world, and communities. e.g., exploring each other’s hair colour, eye colour.
Step 2: We will be curious explorers about our community, families, environment, and natural habitat. We will explore the outdoor world showing care and concern to living things, talk about each other and our families and the differing environments. e.g., what houses we live in, where we live and different places around the world.
Step 3: We will celebrate different milestones, festivals and celebrations through activities, role play and games. We will get involved and engage in festivities during focus activities.
Achievement: We will learn to celebrate each other’s achievements and differences and develop positive relationships with everyone.
Personal Safety and Risk Management
Step 1: We will explore the environment and gain an understanding of the nursery boundaries and routines that enable us to take safe risks.
Step 2: We will be encouraged to take safe risks but develop an understanding on how to keep ourselves safe, by managing these with appropriate supervision within the nursery environment e.g., jumping from outdoor play equipment onto crash mats.
Step 3: We will learn how to manage risks within a practical capacity by role playing, engaging in activities, and reading stories around topics such as online safety, toileting and PANTS schemes, crossing the road, stranger danger and topics surrounding the emergency services.
Achievement: We will learn how to manage risks to allow us still to adventure, explore limitations and engage in new experiences but we will understand the fundamental dangers.
Self-Care
Step 1: We will enjoy being active and engage in energetic games throughout the setting. We will participate in initial self-care tasks e.g. washing hands for lunch and snack.
Step 2: We will begin to communicate toileting needs e.g. needing a change of nappy, needing to use the potty/toilet.
Step 3: We will talk about how we care for our teeth and bodies through exercise, healthy eating and cleaning. We will learn to change our clothes when we are wet from play or when asked to for PE.
Achievement: We will take part in PE Lessons wearing appropriate clothing and be able to describe the changes to our body after exercise.
Developing Our Imagination and Creativity
Step 1: We will be able to use and manage various tools and equipment.
Step 2: We will explore different materials and textures freely.
Step 3: We will develop an understanding of the different uses for materials, tools and equipment e.g., glue is used to stick.
Achievement: We will plan and make our own models, paintings and creations independently.
We have developed the 8 aims of this curriculum in partnership with Trafalgar Community Infant School (our main feeder school), who provide detailed feedback on each cohort's successes and challenges, allowing us to focus on those aspects of the children's learning which best equip them for a successful Reception year. Similarly, we have responded to the advice of our regulator, Ofsted, in designing aspects curriculum which focusses on the area for development raised at our previous inspections.
The detail of the 8 Learning Achievements that we aim for every child to accomplish are:
To Start Reading and Writing
Step 1: We will develop our fine and gross motor skills building on our coordination of hands to manipulate writing tools and turn pages within a story.
Step 2: We will explore reading and mark making by beginning to give meaning to various marks we make and marks/text within the environment e.g. finding our name labels on pegs and trays. We will be able to articulate sounds and speak confidently.
Step 3: We will be able to make recognisable letters, shapes, and pictures. We will be able to stay on topic when retelling a past event or reciting a favourite story.
Achievement – We will be able to write part or all of our first name by forming recognisable letters. We will be able to recite our favourite story or use puppets and props to act it out.
To start counting
Step 1: We will develop awareness of numbers within the environment and what these represent e.g. their own age. Support the development of numbers by singing rhymes and chants focusing on remembering the stable order sequence 1-5.
Step 2: We will be able to count up to 5 objects in different arrangements and in context, giving one number to each object and understanding cardinal principle.
Step 3: We will match quantity and numerals between 1-5 and then 1-10.
Achievement- We will understand numbers 1-5, including 1 greater or fewer than a given number.
Managing Learning Behaviours
Step 1: We will be able to sit on the carpet appropriately and pay attention for a short period of time e.g. for a story or our morning/afternoon times.
Step 2: We will sit at a table to complete our focus activity and remain on task and not distracted by those around.
Step 3: We will sit for our Foundation group times. Move from a carpet to a table and back again when asked to, adjusting focus and attention as necessary to manage behaviour.
Achievement: We will take part in a short 3-part lesson with a carpet input, task at tables and carpet plenary.
Develop a sense of self and Independence
Step 1: We will be able to separate from our main parent/carer happily. We will communicate by words or expressions how we are feeling e.g. by crying, smiling or saying ‘I am sad’.
Step 2: We will explore the environment independently and begin to interact with other children, building on and forming our own relationships We will learn to articulate our feelings with others and talk about our thoughts and feelings openly showing understanding and empathy.
Step 3: We will build up games with others. We will understand others’ emotions and find resolutions with our friends when conflicts arise. We will articulate our feelings and thoughts together to find solutions; expressing opinions and feelings about certain games.
Achievement: We will become confident and independent learners with an ability to overcome challenges. We will develop the ability to self-regulate and manage our own thoughts and feelings.
To Understand the Diverse World
Step 1: We will be able to identify similarities and differences between ourselves, the natural world, and communities. e.g., exploring each other’s hair colour, eye colour.
Step 2: We will be curious explorers about our community, families, environment, and natural habitat. We will explore the outdoor world showing care and concern to living things, talk about each other and our families and the differing environments. e.g., what houses we live in, where we live and different places around the world.
Step 3: We will celebrate different milestones, festivals and celebrations through activities, role play and games. We will get involved and engage in festivities during focus activities.
Achievement: We will learn to celebrate each other’s achievements and differences and develop positive relationships with everyone.
Personal Safety and Risk Management
Step 1: We will explore the environment and gain an understanding of the nursery boundaries and routines that enable us to take safe risks.
Step 2: We will be encouraged to take safe risks but develop an understanding on how to keep ourselves safe, by managing these with appropriate supervision within the nursery environment e.g., jumping from outdoor play equipment onto crash mats.
Step 3: We will learn how to manage risks within a practical capacity by role playing, engaging in activities, and reading stories around topics such as online safety, toileting and PANTS schemes, crossing the road, stranger danger and topics surrounding the emergency services.
Achievement: We will learn how to manage risks to allow us still to adventure, explore limitations and engage in new experiences but we will understand the fundamental dangers.
Self-Care
Step 1: We will enjoy being active and engage in energetic games throughout the setting. We will participate in initial self-care tasks e.g. washing hands for lunch and snack.
Step 2: We will begin to communicate toileting needs e.g. needing a change of nappy, needing to use the potty/toilet.
Step 3: We will talk about how we care for our teeth and bodies through exercise, healthy eating and cleaning. We will learn to change our clothes when we are wet from play or when asked to for PE.
Achievement: We will take part in PE Lessons wearing appropriate clothing and be able to describe the changes to our body after exercise.
Developing Our Imagination and Creativity
Step 1: We will be able to use and manage various tools and equipment.
Step 2: We will explore different materials and textures freely.
Step 3: We will develop an understanding of the different uses for materials, tools and equipment e.g., glue is used to stick.
Achievement: We will plan and make our own models, paintings and creations independently.