Our Curriculum

Early Years Foundation Stage (EYFS)


Communication and language

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

Physical development

Physical development involves providing opportunities for children to be active and interactive: to develop their co-ordination, control and movement.  Children must also be helped to understand the importance of physical activity and to make healthy choices in relation to food.

Personal, social and emotional development

Personal, social and emotional development involves helping children to develop a positive sense of themselves and others, to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.


Literacy development involves encouraging children to link sounds and letters and to begin to read and write.  Children will be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.


Mathematics .involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measure.

Understanding the world

Understanding the world  involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.

Our Timetable & Routines

We believe that care and education are equally important in the experience which we offer children. The routines and activities that make up the day in the setting are provided in ways that:

  • help each child to feel that she/he is a valued member of the setting;
  • ensure the safety of each child;
  • help children to gain from the social experience of being part of a group; and
  • provide children with opportunities to learn and help them to value learning.

The Session

We organise our sessions so that the children can choose from, and work at, a range of activities and, in doing so, build up their ability to select and work through a task to its completion. The children are also helped and encouraged to take part in adult-led small and large group activities which introduce them to new experiences and help them to gain new skills, as well as helping them to learn to work with others.

Outdoor activities contribute to children’s health, their physical development and their knowledge of the world around them. The children have the opportunity, and are encouraged, to take part in outdoor child-chosen activities.

Each area of learning and development will be implemented through planned, purposeful play.  Children learn by leading their own play, and by taking part in play which is guided by adults. Adults will respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

Additional Activities

We hold an annual sports day in the Summer Term to which all children will participate and a concert at Christmas time for parents to come along to. 

Weekly PE sessions are held in the main school hall and cookery lessons where the children will help to weigh, measure and mix all of the ingredients.

We run daily phonics sessions and music and movement.

Snacks & Meals

The setting makes healthy snacks and lunch club a social time at which children and adults eat together. We plan the menus for snacks so that they provide the children with healthy and nutritious food.  Milk and water is also available for children to choose from. Do tell us about your child’s dietary needs and we will make sure that these are met.

Our approach to learning, development & assessment


We will consider the individual needs, interests and stage of development of each child in our care to plan a challenging and enjoyable experience for each child in all areas of learning and development.  The younger children will focus on the three prime areas which reflect the key skills and capacities all children need to develop and learn effectively.  As the children grow in confidence and ability we will focus equally on all seven areas of learning, preparing them for the transition to school.

Should a child’s progress in any area of learning give cause for concern, staff will discuss this with the child’s parents or carers and agree how best to support the child.

For children whose home language is not English, we will take steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.  We will also ensure that children have sufficient opportunities to learn and obtain a good standard in English language.

Each area of learning and development will be implemented through planned, purposeful play.  Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others.  Children learn by leading their own play and by taking part in play which is guided by adults.  We will respond to each child’s emerging needs and interests, supporting their learning and development through warm, positive interactions.


Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs and to plan activities and support.  We will carry out regular observations to understand their level of achievement, interests and learning styles and will set their next steps accordingly.  These will be shared with parents and carers using our on-line learning application which each parent will have access to using a unique login.  Termly assessments will be made using the information gathered and any learning and development needs will be discussed with the parents or carers.

Any child between the age of two to three will receive a progress check in the thre e prime areas.  This will be shared with parents and carers and will identify the child’s strengths and any area where the child’s progress is less than expected.  If there are significant emerging concerns or an identified special educational need or disability a targeted plan will be put in place to support the child’s future learning and development involving parents and or carers and other professionals such as the Special Educational Needs Co-ordinator.