Early Years Foundation Stage

Early Years Foundation Stage (EYFS)

At the heart of our Early Years Foundation Stage is knowledge that every child is a capable, curious and unique learner. We provide a nurturing, stimulating environment where children develop the confidence, independence and resilience they need to thrive, both now and as they move onto the next stage of their education.

Through a balance of play, exploration and carefully planned adult-led learning, our children become engaged, active learners who are encouraged to ask questions, solve problems and embrace new challenges. We value the development of the whole child, recognising that communication, friendships, listening skills and emotional wellbeing are just as important as early reading, writing and mathematics.

Our broad and enriching curriculum is designed to inspire a lifelong love of learning. From our youngest 2 year old children in Tiny Seeds through to Reception, we create meaningful experiences that spark curiosity, foster creativity and build essential knowledge and skills. Whether children are learning through outdoor exploration, imaginative play, storytelling or focused teaching sessions, they are supported to grow in confidence and take increasing ownership of their learning.

Strong partnerships with families are central to our success. By working closely together, we ensure that every child feels happy, valued and ready to flourish.

We are proud of the progress our children make during their time in EYFS, leaving Reception as confident, independent learners who are fully prepared and excited for the challenges and opportunities ahead.

Curriculum Action Points

EYFS curriculum action points

Curriculum Intent

The EYFS framework https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 is the statutory guidance which we work to.  The documentation sets out what the EYFS seeks to provide;

  • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind.
  • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly.
  • partnership working between practitioners and with parents and/or carers.
  • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.

The documentation also outlines the four guiding principles to which all EYFS settings should work to;

  • 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 parents and/or carers.
  • Children develop and learn in different ways and 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.

At Bradford Academy, we work extremely hard towards meeting these principles in our EYFS classrooms.

Assessment

Children are taught mainly through play, the amount of adult-led learning time gradually increases as children move through the EYFS. Children are taught across 17 areas of learning which fall under the following headings;

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design

Children are assessed in these areas at the end of their Reception year. This judgement determines whether children are working at the expected level or below the expected level in each area. Children are not expected to complete any formal assessments or tests at this time. The decisions are based on teacher knowledge alongside evidence collected throughout the year. Children in Reception also complete the statutory baseline assessment. This takes place within the first 6 weeks of the children joining Reception. Whilst children in Tiny Seeds and Nursery are not formally assessed, staff do collect data at regular points throughout the year. This supports with monitoring progress and ensuring the children do not develop gaps in their learning. This data is used to inform future planning and learning opportunities across EYFS. Whilst our data is important to us, teacher and practitioner knowledge is paramount. We pride ourselves on how well we know each of our children individually; therefore, we are always striving to meet the individual needs of all our children.