Early Years Foundation Stage

The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children. We offer provision, which takes into account the starting points of the children in the Early Years across the seven areas of learning.

• Communication and Language: These outcomes cover important aspects of language development and provide the foundation for literacy. We place a strong emphasis on children’s developing confidence and skills in expressing themselves in a range of situations and also their competence in talking and listening and in becoming readers and writers. Visuals are used to reinforce understanding including a visual timetable. Within the environment and throughout the sessions we provide many talking opportunities including hearing language, using language and resources to stimulate discussion. Language use is modelled through play, routine and interaction. Adults enable speaking and listening at every opportunity, extending children’s conversation skills and vocabulary in a relevant way using current interests and fascinations. Our environments stimulate, inspire and encourage speech, conversation and negotiation and therefore language development.
• Physical development: Physical development is implicit in all areas of the Early Years Framework. Teaching concentrates on developing children’s physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments. Such programmes as Write Dance, funky fingers, dough disco, BEAM and ‘squiggle while you wiggle’ are used as appropriate, for individuals or groups of children to support development of fine and gross motor skills. Positive attitudes are encouraged towards a healthy and active way of life and towards healthy choices in food.
• Personal, social and emotional development: These outcomes focus on children learning how to work, play, co-operate with others and function in a group beyond family. They cover important aspects of personal, social, moral and spiritual development including the development of personal values and schools behaviour policy, adapting where need be to be age appropriate. Where needed positive behaviour strategies are used depending on the needs of the individual child. Children are encouraged to build positive relationships with each other and the adults that are founded on respect.
• Literacy: Children are encouraged to link sounds and letters and begin to read and write. Children are able to access a wide range of stories and non-fiction texts which are frequently used to inspire storytelling, role play and activities across all areas of learning. Phonics is taught using the Read, Write Inc. scheme. Children are introduced to letters and sounds using rhymes that support letter formation. At the same time children are encouraged to blend sounds in simple words and segment words in to sounds. We use ‘helicopter stories’ (Trisha Lee) and story scribing to encourage children to tell their stories without the pressure of writing, and act out their stories at group times. Adults model writing and children make links between the spoken and written word. ‘Talk for writing’ (Pie Corbett) gives children the skills to structure their stories through the retelling and mapping out of, initially, familiar stories.
• Mathematics: These outcomes cover important aspects of mathematical understanding and provide the foundations for numeracy. They focus on achievement through practical activities using and understanding language and vocabulary in the development of simple mathematical ideas. New concepts and skills are introduced in a class/group twenty minute ‘magic maths’ session. This can use a story or game to introduce the concept and key vocabulary related to this. Resources are made available in the environment for children to explore in their own time and in a practical, purposeful way.
• Understanding the World: This area of learning and enquiry focuses on developing the children’s knowledge and understanding of their environment, other people and features of the natural and man-made world. It provides a foundation for historical, geographical, scientific and technological learning. Children come to school with a wealth of personal experiences and these are used to inform and educate others using the focus week or at relevant times throughout the year (Diwali, Eid). The local area is used for shopping trips and seasonal observational opportunities. Parents are encouraged to share information to increase children’s knowledge and experience, for example a talk from a fire fighter or postal worker. Parents are also encouraged to contribute to their child’s learning journal, particularly in relation to the child’s use of technology at home.
• Expressive arts and design: This area focuses on the development of children’s imagination and their ability to communicate and to express ideas and feelings in creative ways. Opportunities to role play and to use small world continuous provision. Similarly, creative resources enable children to explore colour, texture and form as part of the continuous provision. Children have the opportunity to create using large and small resources. Loose parts available inside and out support children’s creativity.

None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child initiated activity.

Playing and exploring – do they investigate and explore things and have a go?

Active learning – do they concentrate and keep on trying if they encounter difficulties, and enjoy achievements?

Creative and thinking critical – do they have and develop their own ideas, make links between ideas, and develop strategies for doing things?

The environment plays a vital role in supporting and extending the children’s development. Seen as the third teacher by ‘Reggio Emilia’ inspired schools, our environments support children to be fully engaged in purposeful play of their own choice and interest. The indoor and outdoor areas are organised to allow children to explore and learn securely, safely and independently. There are spaces where children can be active and where they can be quiet.

The indoor areas are set up as workshop style environments which enable children to independently find and locate resources to aid their learning in whichever way they choose. The areas are clear, stocked and tidy at the start of each day ready for the children to select according to their interest. This allows the children to be in control of their learning. They are able to select the area in which to play, the resources to use and what to do with them. Choices are limited by areas and resources available and it is therefore crucial to have appropriate areas with high quality, open ended resources. It is also vital that the areas are well stocked, tidy, clearly labelled with picture and word or shadowed and arranged to allow optimum access. The environment is constantly reviewed and reflected upon to ensure it meets the needs of the children.

At The Riverview Academy we have six indoor classrooms set up as a specialist areas.

The Studio where children can access different media and materials including paint, clay, play dough, collage and model making resources. We teach children to mix their own colours and shades and to use appropriate tools.

The “Once Upon A Time” area facilitates role play and small world play. Children can act out familiar experiences as well as use props to retell familiar stories or invent their own.

The Home area provides opportunities for children to engage in imaginative role play based on familiar experiences and real-life situations. Children develop their speaking and listening skills as they take on different roles, communicate with others and act out everyday experiences. Cooking experiences encourage children to follow instructions, explore ingredients and develop independence, while building vocabulary and confidence.

The Workshop provides opportunities for children to explore large-scale construction, design and making. Children develop their creativity and problem-solving skills as they plan, build and adapt their creations using a range of materials and resources. The woodwork bench enables children to learn how to use simple tools safely and appropriately, developing their fine motor skills, coordination and confidence. Experiences are linked to the EAD and DT curriculum, encouraging children to design, make and evaluate their creations.

The Creation Station provides opportunities for children to explore scientific ideas through practical, hands-on activities. Children can investigate, observe, predict and talk about what they notice as they explore materials, living things, changes and simple experiments. Experiences are inspired by children’s interests and linked to the Understanding the World curriculum, encouraging curiosity, questioning and a sense of wonder about the world around them.

The Cosy Club provides a calm and quiet space where children can relax, regulate their emotions and take time away from the busyness of the wider environment. Soft lighting, sensory lights and a range of calming resources encourage children to explore their senses and develop an awareness of their own wellbeing. This nurturing space supports children to feel safe, settled and ready to learn.

Outdoor learning is an important part of our continuous provision, providing opportunities for children to explore, be active and learn through first-hand experiences. The Garden Green side encourages imaginative and physical play through the mud kitchen, sand pit, large bikes, trikes and balance bikes, as well as offering a large lawn area for football and other games. The Garden Blue side provides opportunities to develop physical skills through climbing and physical obstacles, alongside our bug box where children can observe and investigate insects and the natural world. Outdoor learning also provides rich opportunities for developing mathematical understanding through counting, measuring, comparing, shape and problem-solving.

The role of the adult

The most important resource within our EYFS environment is our team of skilled and responsive adults. Adults play a vital role in creating an environment where children feel safe, valued, confident and motivated to learn. They know the children well and use their knowledge of child development, alongside careful observation, to recognise when to step in and when to give children the time and space to explore independently.

Our adults tune into children’s interests, ideas and emotions, using the Leuven Scales of Well-being and Involvement to help them understand how settled, engaged and deeply involved each child is in their learning. High levels of well-being and involvement are key indicators that children are thriving and learning effectively. As Ferre Laevers explains, “Well-being and involvement are the two crucial dimensions that indicate the quality of life of a child.” Adults therefore continually observe, reflect and adapt their interactions and the environment to ensure that children are happy, secure and deeply engaged.

Rather than directing children towards activities, adults generally go to the child, joining their play when appropriate and using skilful interactions to extend their thinking and learning. They may model a skill, introduce new vocabulary, ask thoughtful questions, suggest a different approach, provide additional resources or simply encourage a child to persevere. Adults recognise the importance of allowing children to experience challenge and develop resilience, supporting them without taking over.

We believe that effective teaching is about knowing when to intervene and when to step back. As Julie Fisher states, “The effective practitioner tunes into the child rather than expecting the child to tune in to them.” Our adults therefore work alongside children as partners in their learning, following their interests while carefully identifying opportunities to deepen and extend their knowledge and understanding.

We aim to create an enabling environment where children develop independence, curiosity and a love of learning. As Sugata Mitra reminds us, “Children will learn to do what children want to learn to do.” Our role is to provide the environment, relationships and responsive interactions that allow children to become confident, enthusiastic and capable learners.

Our approach to planning is based on the understanding that young children learn best when their interests, ideas and individual needs are recognised and responded to as they play. Rather than relying solely on pre-planned adult-led activities, our practitioners use careful observation and high-quality interactions to identify meaningful learning opportunities as they happen. This allows teaching to be responsive, purposeful and individualised, while ensuring that children are supported to make progress across all areas of learning.

Planning is underpinned by the principles of the EYFS Statutory Framework and informed by Development Matters. Development Matters reminds us that “children develop at their own rates, and in their own ways” and that practitioners should consider the individual child when planning learning experiences. Our role is therefore not to simply deliver a programme of activities, but to understand what each child already knows and can do, recognise their interests and next steps, and provide the right level of support and challenge at the right time.

Our practitioners are skilled observers. They watch, listen and tune into children’s play, looking for opportunities to notice, recognise, respond and extend learning. When a child demonstrates curiosity, encounters a problem, asks a question, develops a new skill or becomes deeply involved in an area of learning, the adult considers how they can make the most of that moment. This may involve introducing new vocabulary, modelling a skill, asking a carefully considered question, providing additional resources, making a connection to previous learning or encouraging the child to think about what they could try next.

The adult does not always need to intervene. Sometimes the most effective teaching is to observe, allow the child to persevere and give them the time and space to work things out independently. Practitioners continually consider the child’s well-being and involvement, using the Leuven Scales to help them reflect on whether a child is emotionally secure, comfortable and deeply engaged in their learning. Where levels of involvement are high, adults can recognise that valuable learning is taking place and consider how this can be sustained or extended. Where involvement or well-being is lower, practitioners consider what changes may be needed to the environment, interaction or experience.

Planning in the moment does not mean that there is no planning. Instead, planning happens continuously through observation, professional knowledge and responsive teaching. Practitioners have a clear understanding of the Development Matters guidance and use this knowledge to recognise significant learning when it occurs. They consider what children need to learn next and use opportunities within children’s self-chosen play and everyday experiences to support this. This ensures that children’s learning remains purposeful and progressive without losing the creativity, independence and enjoyment that are central to the EYFS.

At the beginning of the academic year, particular emphasis is placed on supporting children through their transition into Reception and establishing a strong foundation for the year ahead. We recognise that children arrive with different experiences, levels of confidence, interests, needs and levels of independence. Our transition process therefore provides opportunities for children and families to become familiar with the setting, the adults and the environment before children begin their Reception journey.

The first weeks of the year are particularly important. Before children can become confident, independent learners, they need to feel safe, secure and emotionally settled. We therefore prioritise relationships and belonging, taking time to get to know each child and building strong, trusting relationships with children and their families. Practitioners observe closely from the outset, using children’s responses to the environment and routines to inform how we support their individual needs.

Alongside this, we establish clear and consistent rules, boundaries and routines from the very beginning. These provide children with a sense of security and help them to understand how our classroom operates. Routines such as coming into school, looking after belongings, handwashing, snack time, using the toilet, tidying resources, moving between areas, getting ready to go outside and coming together as a group are explicitly taught, modelled and practised.

We understand that these routines are not simply organisational tasks; they are valuable learning opportunities. Children develop independence, communication, self-regulation, physical skills and an understanding of expectations through repeated everyday experiences. Practitioners model what we expect, explain why routines are important and give children opportunities to practise them until they become familiar and embedded.

Our expectations are consistent across the team so that children receive clear and predictable messages from every adult. We use positive language and explain expectations in a way that children can understand. Rather than assuming that children know how to behave or use the environment, we teach them explicitly. We model how to care for resources, how to share spaces, how to listen to others, how to solve problems and how to keep ourselves and others safe.

Establishing these routines early creates the conditions for children to become increasingly independent. Once children understand the boundaries and feel secure within them, they are better able to make choices, take risks, explore, persevere and become deeply involved in their learning. The routine provides the structure; the environment provides the opportunities; and the skilled adult responds to the child.

From Routine to Independence

As the year progresses, routines are gradually internalised and children become increasingly capable of managing their own learning and behaviour. Adults carefully consider when support is needed and when they can step back. We avoid doing things for children that they are capable of doing themselves, while ensuring that children who need additional support receive it.

This approach reflects the EYFS principle that children learn through play, relationships and active exploration, with adults providing the appropriate balance of support and independence. Our ultimate aim is for children to become confident learners who can make choices, follow their interests, solve problems, communicate their ideas and persevere when things become difficult.

Planning in the moment allows us to respond to children as individuals rather than expecting every child to follow exactly the same learning journey at the same time. By combining a strong knowledge of the EYFS curriculum with sensitive observation, effective interactions and an enabling environment, we can ensure that every child’s learning is recognised and extended.

In our setting, the child is at the heart of the planning. We plan the environment, establish the routines, know the curriculum and prepare the resources; then we watch, listen and respond to what the child shows us. This enables learning to be meaningful, relevant and rooted in children’s genuine interests and experiences, while ensuring that practitioners remain purposeful in moving learning forward.

We recognise parents and carers as our children’s first and most important educators and value the strong partnership between home and school. We begin this relationship through home visits at the start of the year, providing an opportunity to get to know each child and family in a familiar environment and to share important information before children begin Reception. Throughout the year, parents are invited to be actively involved in their child’s learning through forest visits, reading opportunities, Christmas and Easter craft carousels, themed days and special events. Parent consultation evenings, productions and informal opportunities to share children’s achievements help to maintain open communication and ensure that families feel valued, informed and involved in their child’s learning journey.