Intent

At Staunton, we believe that every child deserves the best possible start in life, enabling them to reach their full potential. Children learn and develop rapidly during the early years, and experiences from birth to age five are crucial in shaping future learning, wellbeing, and life chances (EYFS Statutory Framework, 2021).

Our intention is to provide a safe, secure, inclusive and stimulating environment where all children feel valued and confident. We aim to foster:

• A love of learning and enthusiasm for discovery
• Strong foundations in communication and language, physical development, and personal, social and emotional development
• Independence, resilience, confidence and positive learning behaviours
• Equality of opportunity through inclusive and anti‑discriminatory practice

Our EYFS curriculum is play‑based, child‑centred and ambitious, ensuring children are well prepared for the transition to Key Stage 1 while nurturing their individual interests, needs and abilities.

Implementation

Our EYFS provision consists of one Reception class, admitted in the September. We provide a rich indoor and outdoor learning environment that encourages exploration, creativity, communication, and physical development.

Children learn through a balance of child‑initiated play and adult‑led activities, supported by warm, responsive interactions with skilled practitioners.

We deliver learning across the seven areas of learning, recognising their interconnected nature:

Prime Areas

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development

Specific Areas

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Strong emphasis is placed on developing language, emotional wellbeing, fine and gross motor skills, and positive relationships.

Teaching is delivered through purposeful play, modelling, questioning and scaffolding. As children progress through the year, experiences become gradually more structured to support readiness for Year 1.

Provision is inclusive and responsive to all learners. Where children have special educational needs or disabilities, support is carefully planned in collaboration with parents, the SENCo and external agencies where appropriate.

Assessment is ongoing and forms an integral part of teaching and learning:

• Baseline assessment is carried out within the first six weeks (Reception Baseline Assessment and school‑based assessments)
• Regular observations and formative assessments inform next steps
• Children are tracked termly against the 17 Early Learning Goals
• At the end of Reception, the EYFS Profile is completed and shared with parents

Judgements are moderated internally and with local schools to ensure accuracy and consistency.

Parents and carers are recognised as children’s first and most important educators. We promote a strong partnership through:

• Transition visits and meetings
• Regular communication via newsletter, website and social media
• Parent workshops
• Two formal parent consultations per year
• An annual written report
• Opportunities to share observations, concerns and achievements

Impact

The impact of our EYFS provision is that children:

• Are happy, confident and motivated learners
• Make good progress from their individual starting points
• Develop strong communication, social and emotional skills
• Show curiosity, independence and resilience
• Are well prepared for learning in Key Stage 1

By the end of Reception:

• Most children achieve the Early Learning Goals
• Children demonstrate positive attitudes to learning and strong foundational skills
• Assessment outcomes inform transition plans and next steps for Year 1