The Early Years Foundation Stage (EYFS)

 

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At Paulton Infant School our aim is to provide a happy, stimulating environment where every child will be given the best possible opportunities to achieve their full potential and an education which will nurture their needs as individuals. We constantly review our provision and, in consultation with parents and our wider community, we strive to retain our family ethos whilst also equipping our children for the future.

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Please read our EYFS policy as this outlines our Intent, Implementation and Impact for the curriculum that we have carefully crafted. 

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We have carefully developed a curriculum centred around a range of quality texts which incorporate rhythms of nature and some key cultural events. We get to know the children through interaction and observation so that we can plan activities that will stimulate and challenge children while moving their learning forward. For more information about the content of our curriculum this year, please read our Long Term Curriculum Planning Overview 2024-25

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The EYFS Framework

In the Foundation Stage, children follow the Early Years Foundation Stage Framework (EYFS). This curriculum is based upon four themes and principles which we at Paulton Infants uphold.

 

The Unique Child – All children are different, but should be treated equally. Positive relationships and communication are vital. The children need to learn about taking risks safely, how to make good choices and how to stick to boundaries.

 

Positive Relationships – Children need to learn to manage their own feelings and behaviour. We as a school need to respect all kinds of families and aim to develop a positive two-way relationship with parents. We will support, listen to and work with the children to help them learn. We will also talk to parents to make sure that the needs of the child are being met appropriately.

 

Enabling Environments – As a school we plan for and check on each child’s progress. We will ensure that the inside and outside spaces are safe, interesting and engaging. We support children when they move on and work as a team to help your child succeed.

 

Learning and Development - We will encourage the children to develop their imagination, to get actively involved in learning and to make decisions. We will develop the children’s creative and critical thinking, balancing the need for both the children and adults to lead the learning.

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The Early Years Foundation Stage framework provides the basis of how we structure the setting, the activities and opportunities we provide; as well as how we assess your child’s development. 

You can read the EYFS Framework here. The framework outlines the bare essentials required in Reception and we have developed our own curriculum to engage and resonate with our own pupils.We pride ourselves on being an exciting and engaging place to be; encouraging our children to be independent learners through a range of practical activities.

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The Early Years Curriculum is currently made up of seven areas of learning and development. Click on the images below to see learning in action in EYFS at Paulton Infant School in each of the seven areas.

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The Characteristics of Effective Teaching and Learning support the child’s development in each area. At Paulton Infant School we link these to our Gem Powers for learning.

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Characteristics of Effective Teaching and Learning

• Playing and Exploring - children investigate and experience things, and 'have a go'

• Active Learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

• Creating and Thinking Critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

 

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Assessment

We are constantly informally assessing and using our observations of children to move their learning on.

 

There are two points of statutory assessment in Reception.

1) When children first join our setting, they will complete the Reception Baseline Assessment (RBA). This is a standardised test carried out by the class teacher. It tests language, communication, literacy and maths. This provides baseline data and is required by the Department for Education. To find out more about the RBA you can look here.

 

2) At the end of Reception, each child receives their Early Years Profile along with their written report. This is a summary of their attainment in Reception, the purpose of which is to communicate to parents and Year 1 teachers where a child is on their learning journey. To create the profile, the seven areas of learning and development listed above are then further broken down into 17 sub-sections at the end of the year for assessment purposes. These are called the Early Learning Goals. At the end of the Year, they will be assessed as ‘Emerging’ or ‘Expected’ in each of these goals. There is no longer an 'Exceeding' judgement. 

You can read the Early Learning Goals here.

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