EYFS

Early Years Foundation Stage (EYFS)

Intent

At St Mary Redcliffe Primary, our Early Years provision offers an exciting, balanced and inclusive curriculum that celebrates exploration, independence and curiosity. Every child is placed at the centre of their learning journey, ensuring that education is engaging, nurturing and accessible to all.

We recognise and celebrate the uniqueness of every child, valuing the diverse experiences and cultures within our school community. Our curriculum is continually adapted to meet the needs and interests of our children, providing an excellent, broad and culturally rich education that prepares them for lifelong learning.

It is our intent that children in EYFS develop physically, verbally, cognitively and emotionally, building the attitudes and dispositions for successful learning through the Characteristics of Effective Learning:

• Playing and Exploring
• Active Learning
• Creating and Thinking Critically

Through a balance of child-initiated and adult-led learning, children make progress across all seven areas of learning, working towards the Early Learning Goals (ELGs). Adults respond sensitively to children’s needs and interests, creating a rich and purposeful learning environment for all.

Cultural Capital

Every child begins their Early Years journey with a unique set of experiences, skills and interests. These are carefully observed and assessed on entry and throughout the year to inform planning and create opportunities that extend curiosity, wonder and discovery.

We work closely with parents and carers to build a full understanding of each child’s background and strengths. Early language and communication development are prioritised to ensure all children can express themselves and engage fully in learning.

Safeguarding in EYFS

We believe that children learn best when they feel safe, valued and cared for.

At St Mary Redcliffe Primary, we:

• Promote the welfare, health and emotional well-being of all children.
• Manage behaviour positively, supporting children to understand and express their feelings.
• Ensure all adults who work with or have access to children are suitable and appropriately trained.
• Maintain safe, well-equipped and developmentally appropriate learning environments.
• Provide challenging, enjoyable and tailored learning experiences.
• Maintain all required records, policies and procedures for the effective and safe management of the setting.

We also implement strengthened safeguarding measures, including enhanced safer recruitment, rigorous absence follow-up, regular staff training and clear health and toileting protocols.

Implementation

Our EYFS provision follows the Statutory Framework for the Early Years Foundation Stage (2024) and promotes school readiness and laying strong foundations for future success.

At the start of each year, practitioners assess children’s individual starting points and plan a curriculum that meets their needs and builds on their interests. Learning across the seven areas of EYFS—three prime and four specific—is delivered through a balance of purposeful play, high-quality interactions and direct teaching.

We use Unlocking Letters and Sounds (Revised) as our systematic synthetic phonics (SSP) programme.

• In Nursery, children follow the Foundations for Phonics phase, developing sound awareness, rhyme and oral blending.
• In Reception, daily phonics sessions follow the Unlocking Letters and Sounds progression to ensure consistency, fidelity and rapid progress in early reading and writing.

Children develop a love of reading through daily story time, shared reading and access to a range of high-quality texts carefully chosen to broaden vocabulary, imagination and understanding of the world.

We use the White Rose Maths and Number Sense schemes to support number fluency and problem-solving through practical, engaging activities that encourage mathematical thinking.

Outdoor learning is central to our approach. Children learn through exploration, creativity and movement, developing confidence, co-operation and resilience.

Practitioners continually review and enhance provision, ensuring that both the environment and teaching respond to children’s evolving interests and needs. Adult-led sessions focus on extending learning through modelling, questioning and small group work.

Children who need additional challenge or support are identified early. Interventions and adaptations are carefully planned in partnership with parents, the SENDCo, and external agencies when required.

Assessment

Assessment is ongoing, purposeful and informs next steps in learning. Practitioners observe children as they play, talk and explore, using these insights to plan meaningful learning experiences. Observations are shared with parents through each child’s learning journey.

Progress is guided by Development Matters and assessed against the Early Learning Goals (ELGs). This enables staff to track progress effectively and ensure all children are developing well from their individual starting points.

At the end of Reception, the EYFS Profile is completed and shared with parents and the Year 1 teacher to support smooth transition. Judgements are moderated within school and across our partnership to ensure accuracy and consistency.

Inclusion and SEND

We have high aspirations for every child. Practitioners plan inclusive, ambitious learning that meets the needs of:

• Children working at greater depth
• Children not yet meeting age-related expectations
• Children with SEND
• Children with English as an Additional Language (EAL)

Learning is carefully adapted to remove barriers and promote progress for all. Early identification of need ensures that appropriate interventions and support plans are in place. Regular meetings with the SENDCo and parents ensure that provision is effective and responsive.

Transition Support

We ensure that transitions between phases are positive, well-prepared and reassuring. For new Reception pupils, we offer transition days, stay-and-play sessions, and parent meetings during the summer term.

For children with additional needs, bespoke transition plans are created in collaboration with families and professionals, ensuring continuity and confidence as they move through school.

Impact

Children at St Mary Redcliffe Primary make strong progress throughout the Early Years Foundation Stage. They develop confidence, independence and a love of learning. By the end of EYFS, our children demonstrate:

• A Good Level of Development (GLD)
• Strong communication and collaboration skills
• Curiosity, resilience and motivation
• Respect and empathy for others
• A secure foundation for future learning

Our EYFS curriculum ensures that children leave Reception ready for Key Stage 1, equipped with the knowledge, skills and attitudes to flourish.

Rooted in our Christian vision, “Rooted in Love,” and guided by our HEARTS values — Hope, Empathy, Aspiration, Respect, Thankfulness and Selflessness — our children grow into compassionate, confident and creative learners, ready to make a positive difference in the world.