Early Years Foundation Stage (EYFS) 

At St Mary's we use the Early Years Foundation Stage Statutory framework together with Development Matters - Non-statutory curriculum guidance for the early years foundation stage and Chris Quigley's Curriculum Design in Early Years to provide a bespoke, inclusive curriculum for all our children. 

The EYFS Framework is based on four important principles:

A Unique Child – Every child is a unique child. We recognise that children develop in individual ways and at varying rates. We are inclusive and ensure that no child or family is discriminated against, and that the health, well being and safety of the children in our care is paramount.

Positive Relationships – Children learn to be strong and independent from a base of loving and secure relationships.  We see parents as partners - when parents & staff work together, it has a positive impact on children’s development and learning. 

Enabling Environments – By giving the children a rich and varied learning environment, making use of both inside and outside areas, we support every child in their learning and development. Activities are planned by observing the children in order to understand their individual needs.

Learning and Development— Children develop and learn in different ways and at different rates. Our school provides the resources and environment for exploration and experimentation, construction and representation, creation and imagination, learning skills and concepts, repetition, consolidation, socialisation and emotional security. Early experiences affect children’s attitudes to learning. .

EYFS areas of learning
We follow the strands set by this curriculum and concentrate the learning opportunities on the seven areas of learning (3 Prime and 4 Specific) which are:
 

Prime

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

Specific

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

None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult-led and child-initiated activities. Through play and practical experiences, children learn about the world and their place in it. They learn through first-hand experiences, talk, books and equipment. We set realistic yet challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.