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  • Early Years Foundation Stage Curriculum

Early Years Foundation Stage Curriculum

An equal focus on wellbeing & academic development.
Early Years Foundation Stage


EYFS is the starting point of the pupils’ education and we have designed our EYFS curriculum and assessment framework to provide a broad and balanced curriculum that engages and inspires all of our pupils, no matter what their need or circumstance;  develops a love of learning and prepares them for the next step in their formal learning.

Staff aim to provide a balance of adult-led and child-led learning through continuous provision and enhanced provision in our EYFS environment.  We understand that it is crucial to the development of the child to provide high quality indoor and outdoor provision throughout the day where children can access different learning experiences.

Our EYFS learning environment - inside and out - should be a happy, stimulating and enriching set of spaces where the children can be curious and excited to learn in a place where the child’s interests are at the heart of the learning experience.


In line with the rest of our school, we have a clear action plan in place to further upgrade and develop our EYFS environment, provision and curriculum to provide better learning and teaching experiences for our pupils. The Learning Environment will have a range of areas covering all aspects of the curriculum. 

Pupils have Individual Learning/Education Goals (IEP) and a My Education Action Plan (MEAP) through which we identify and work towards overcoming barriers to learning. We work alongside subject leaders to create a bespoke curriculum that allows for greater breadth and content for our EYFS pupils, whilst ensuring they have the same opportunities as their peers in preparing them for the next stage in their education.

Staff knowledge and understanding of EYFS continues to improve. The EYFS teachers attend all relevant meetings, liaise with colleagues in other schools and work closely with our SLT and with SEYT staff. The LSAs are developing their practice, supported by the EYFS lead and EYFS class teachers. 

The school communicates effectively with parents via Seesaw, texts and emails from the office. The class teams build relationships with parents and carers by sharing regular updates about children's learning.



The children are happy, settled and good relationships have been established between the Class Teachers, LSAs and pupils. When the children come into school activities and opportunities to interact with staff and other children are set up to support children’s wellbeing.

Children are encouraged to be independent throughout the school day, with support being provided by staff where needed.

The EYFS team follows the whole school approach to sharing children’s progress with parents via parents evenings and end of year reports.

Effective strategies are in place to support pupils' transition from the Assessment Nursery into Reception at le Rondin.  A parent presentation is held in June when key information, including dates is given.

Staff show a good knowledge of children in both their academic and pastoral journey. Moderation of assessment data, both internal and external, ensures accuracy, as well as providing CPD as required. We use the Early Years Developmental Journal (EYDJ), as recommended by SEYT, to monitor progress.

The EYDJ focuses on four broad areas of development: 

  • Personal, Social and Emotional Development (PSE)
  • Communication
  • Physical Development
  • Thinking

Phonics assessments show a positive impact with all pupils making at least good progress. Observations and assessments show that children are accurately grouped with lessons of a good quality.

Other observations show pupils:

  • children are highly motivated
  • rapidly gain independence
  • reading and writing are both progressing well with many children showing pleasing progress
  • are gaining a wide range of skills and knowledge that are appropriate for their age or stage
  • are applying key and core vocabulary in a range of situations
  • are developing a range of physical movement and increased strength agility
  • excellent and strong relationships between pupils and staff teams is evident
How does the EYFS curriculum link with the Primary Curriculum?


The LTP phonics coverage is taken from Read Write Inc. (RWI).  Daily phonics lessons are in place and we aim to cover up to two sounds per week with regular revisits and consolidation. Throughout the week pupils experience the sounds through song, real objects, play, senses and mark making/writing.  They are encouraged to communicate the phonic sounds through a total communication approach.  

Individual Reading is part of each Literacy session.  Pupils have a choice of appropriate, decodable texts and are supported with the processes of reading. Adults support pupils with texts outside of their reading ability by engaging children in regular story time. 

Write Dance is a music and dance approach and a method that provides movement opportunities so children can develop the physical skills needed to develop mark making and writing skills. The movement is driven by the music and the underlying principle is enjoyment to build confidence. This combination of rhythmic and then melodic pieces of music are chosen so the children can follow and learn specific movements to develop their physical skills including, balance, coordination, flexibility and stamina.

In EYFS, pupils communication is developed through attention autism sessions that are scheduled for three times a week.

It aims to develop natural and spontaneous communication through the use of visually based and highly motivating activities.

Aims of Attention Autism:

  • To engage attention
  • To improve joint attention
  • To develop shared enjoyment in group activities
  • To increase attention in adult-led activities
  • To encourage spontaneous interaction in a natural group setting
  • To increase non-verbal and verbal communication through commenting
  • To build a wealth and depth of vocabulary
  • To have fun! 



EYFS classes follow the White Rose Maths scheme with a CPA approach including Numicon. Once adult-led inputs have taken place the children are able to access enhanced provision in the environment which is linked to the learning.

We provide children with opportunities to develop and improve their skills in understanding and using numbers, counting and numerical patterns. Pupils are also exposed to shape, space and measure through continuous and enhanced provision within classes.

Children in the early years develop the concept of maths mastery through:

  • Maths talk - including the teaching of explicit mathematical vocabulary
  • practicing the skills they have learned during play
  • developing number sense

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. It's important that children develop positive attitudes & interest in mathematics.


Science, Geography, History, RE, DT, PSHE

The above curriculum subjects sit within Understanding the World and are delivered through Thematic units which are seasonal and/or aligned with community, Island-wide and/or World celebrations.  Each theme offers coverage in at least three curriculum areas. Content is stage-appropriate to pupils within the complex needs classes and learning is predominantly practical, active and sensory.

Themes include, but are not limited to:

  • All About Me
  • Winter
  • Animals
  • Life cycles
  • In the sky
  • Under the sea



ICT sits within Thinking and Communication development. New concepts are introduced, learning is enhanced and knowledge and skills are revisited and consolidated through the use of:

  • Cause and effect toys
  • Hygge Sensory Room
  • Wanderlust Fully Immersive Sensory Room
  • Interactive Whiteboards
  • iPads
  • Simple coding


Music and Art

Music and Art sit within Expressive Arts and Design on the EYFS LTP. In line with the rest of the school, we follow Kapow music but adapt it for our pupils individual need.

Pupils develop skills in

  • Listening
  • Turn taking and waiting
  • Responding to others
  • Exploring forms of music

Art is planned and delivered by an Art specialist who is also Art Therapy qualified.  The pupils benefit from Art linked to topic themes and also Art Therapy. 


PE and Swimming

PE and Swimming sit within Physical Development

The pupils develop skills in:

  • fine and gross motor
  • undressing and dressing
  • communication and interaction
  • play
  • fundamental movement: running, jumping, balancing, coordination, agility, throwing and catching
  • water confidence and safety
  • swimming