EYFS
The Early Years Foundation Stage (EYFS) 2021 framework sets out the standards for learning, development, and care for children from birth to five years old. At Harpole Primary School, we are committed to delivering a high-quality early year’s education that lays a strong foundation for lifelong learning.
Intent
Our Early Years curriculum is designed to nurture independent, curious, and happy learners, supporting children as they begin their educational journey and preparing them for life in all its richness.
We place a strong emphasis on the Prime Areas of Learning—Personal, Social and Emotional Development and Communication and Language—as these underpin all future learning. We work closely with parents and local early years settings to provide a seamless and supportive start to school life.
From the outset, thoughtfully planned environments and warm, skilled adult interactions enable children to make meaningful connections between their play and learning. We believe that deep engagement leads to deep learning, and our curriculum maximises opportunities for purposeful play, exploration, and sustained thinking. By following children’s interests and ideas, we promote a lifelong love of learning, both within and beyond the classroom.
We are committed to inclusion. For children with special educational needs and/or disabilities (SEND), we provide a high-quality and ambitious education, ensuring that every child—regardless of background or need—has the tools to become an independent and inquisitive learner.
By the end of Reception, our aim is for all children to make at least good progress from their starting points and to be well-equipped—socially, emotionally, and academically—for a smooth transition into Year 1.
Implementation
Each term, a new topic is introduced to inspire learning, with the flexibility to adapt and respond to children’s own interests and experiences. Learning is delivered through a careful balance of child-initiated and adult-led activities, with a strong emphasis on purposeful play and exploration.
Children are given ample opportunities to engage in activities that are both challenging and engaging, with learning environments designed to stimulate curiosity and foster independence. Our curriculum values both indoor and outdoor learning spaces equally, ensuring children experience a rich variety of contexts and challenges.
Literacy and Reading
Reading is at the heart of our curriculum. From the very beginning, we aim to nurture a love of books and storytelling.
Children follow the Little Wandle Letters and Sounds Revised phonics programme, which supports strong early reading outcomes. The majority of children go on to pass the Year 1 Phonics Screening Check. High-quality texts are used to support reading sessions, helping children to build comprehension and develop the confidence and skills needed to become expressive and capable writers.
Mathematics
In Reception, we use a variety of high-quality schemes, including White Rose Maths and the Hamilton Trust scheme, to support mathematical development.
Children’s mathematical thinking is nurtured through purposeful interactions with adults and a well-resourced environment. Pupils learn through hands-on games and tasks, using concrete manipulatives and pictorial representations. These concepts are then rehearsed, applied, and recorded within their own self-directed exploration, helping to build a deep and lasting understanding of early maths.
Wider Curriculum
Our wider curriculum is delivered through the areas of Understanding the World and Expressive Arts and Design.
EYFS staff have a strong understanding of how the Early Learning Goals (ELGs) feed into the National Curriculum, supported by robust planning and ongoing professional development. Activities are purposeful, exciting, and contextual, designed to build on children’s natural curiosity and link learning to their own lives and experiences.
Our topic-based curriculum enables children to develop a broad body of knowledge and skills, with meaningful connections to themselves and the wider world. We believe the curriculum should reflect the diverse society we live in while opening children’s eyes to different perspectives, cultures, and experiences. We celebrate a range of family structures, backgrounds, and identities, fostering a sense of belonging and respect.
Impact
Baseline Assessment
Within the first six weeks of starting school, all children complete the Reception Baseline Assessment (RBA). This focuses on Language, Communication and Literacy, and Mathematics, providing a snapshot of each child's starting point.
Ongoing Observation and Assessment
Ongoing formative assessments are integral to our practice. Observations are used to inform planning and identify each child’s next steps in learning. Practitioners use professional judgement, supported by discussions, photographs, and tangible evidence such as mark-making or drawings, to build a holistic view of each child’s development.
Phonics and Progress Monitoring
Phonics assessments are conducted each term to ensure children are on track. Those not making expected progress receive targeted support and intervention, ensuring every child has the opportunity to succeed.
EYFS Profile
In the final half term of Reception, the Early Years Foundation Stage Profile (EYFSP) is completed. Teachers make a best-fit judgement against each of the 17 Early Learning Goals, determining whether children are ‘emerging’ or ‘expected’ in each area.
Impact is also evident in our successful transitions into Year 1, underpinned by staff's strong understanding of how the ELGs align with the Key Stage 1 curriculum. This ensures children move forward with confidence, ready for the next phase of their education.