Early Years Foundation Stage (EYFS)

The Foundation Stage for Nursery and Reception

 

At Cottesbrooke Infant and Nursery School we have always recognised the importance of early childhood experiences and the value of play both in Nursery and Reception which make up the Foundation Stage.

 

The government recognises the special nature of children’s learning in the early years and has defined a distinct curriculum for these very important years called “The Early Years Foundation Stage” from birth to five.

The Early Years Foundation stage is carefully structured and sets the standards that we must meet to ensure children learn and develop well and are kept healthy and safe.  It promotes teaching and learning to ensure ‘school readiness’ and gives children a broad range of knowledge and skills for good future progress through school and life.

 

Throughout the Foundation Stage the work that the children do will be focused around seven Areas of Learning:

 

The 3 Prime areas

·       Personal, Social and Emotional Development

·       Physical Development

·       Communication and Language

 

The 4 specific areas

·       Literacy

·       Mathematics

·       Understanding the World (history, geography, science, RE and ICT)

·       Expressive Arts and Design

 

Each of these areas has its own set of Early Learning Goals, which are the standards expected that most children will have achieved by the end of Reception.  Of course, some of our children will exceed these expectations.

Children’s progress against the Early Learning Goals is assessed in a variety of ways and recorded using the ‘Foundation Stage Profile’.

Children at this stage make no distinction between work and play.  We recognise this and each area of learning is implemented through planned, purposeful play and a mix of adult-led and child initiated activity, both indoors and outdoors, continuing the good work that parents have already done. Children learn through whole class teaching, small group focused activities and through independent and supported child initiated play.