Intent

At Longford C of E Primary School, our intent within the Early Years Foundation Stage (EYFS) is to provide a nurturing, stimulating, and inclusive environment where every child is empowered to achieve their full potential. We value the individuality of each child and strive to foster a love of learning through play-based, engaging activities that promote personal, social, emotional, cognitive, linguistic, physical, and creative development.

Our curriculum is designed around the seven areas of learning as outlined in the EYFS framework, ensuring a balance of both child-initiated and adult-led activities. We prioritise:

• Personal, Social and Emotional Development: Building tolerance, resilience, and self-awareness among children.
• Communication and Language: Encouraging language development through rich conversations, storytelling, and varied vocabulary.
• Physical Development: Enhancing fine and gross motor skills through a variety of activities and outdoor play.
• Literacy: Promoting early reading and writing skills through phonics, storytelling, and mark-making opportunities.
• Mathematics: Encouraging numerical skills and problem-solving through practical experiences.
• Understanding the World: Fostering curiosity and exploration of the environment, cultures, and technology.
• Expressive Arts and Design: Supporting creativity and self-expression through art, music, and imaginative play.

Through this broad and balanced curriculum, we aim to develop children's confidence, independence, and curiosity for learning, preparing them for future academic successes and lifelong learning.

Implementation

The implementation of our EYFS curriculum at Longford C of E Primary School is underpinned by a high-quality pedagogical approach that values play as an essential vehicle for learning. Our experienced and skilled practitioners carefully plan and deliver a rich curriculum that is responsive to the interests and needs of all learners.

• Play-based Learning: Learning is facilitated through a well-resourced environment, both indoors and outdoors, that encourages exploration, creativity, and problem-solving. Adult-led activities are interwoven with child-initiated play, ensuring a seamless flow of learning experiences.
• Observation and Assessment: Practitioners routinely observe and assess each child's progress using the Development Matters framework, ensuring that their planning is tailored to meet individual needs. These observations inform ongoing assessments that are shared with parents and used to inform future planning.
• Parental Engagement: We actively involve parents and caregivers in their child's learning journey through regular communication, workshops, and family learning sessions. This partnership supports continuity of learning at home and strengthens our school community.
• Diverse Learning Opportunities: We embrace diversity by incorporating multicultural themes, stories, and experiences into our curriculum. This exposure broadens children's understanding of the world and promotes inclusivity.
• Wellbeing and Mental Health: Children's emotional and mental wellbeing is a priority; we systematically integrate activities that promote emotional literacy, conflict resolution, and mindfulness, equipping children with essential life skills.

Impact

The impact of our EYFS provision at Longford C of E Primary School is evidenced through:

• Outstanding Outcomes: Children make significant progress from their starting points, exceeding age-related expectations. Our data shows that [insert specific percentage] of children achieved a good level of development at the end of Reception, demonstrating our effective implementation of the EYFS framework.
• Holistic Development: Children display well-rounded development, showcasing confidence, resilience, and independence. Their social skills enable them to work collaboratively with peers, and they exhibit curiosity and enthusiasm for learning.
• Positive Relationships: Strong relationships between children, practitioners, and families create a supportive school community. Feedback from parents indicates high levels of satisfaction with the nurturing environment and the progress their children make.
• Continuous Improvement: We maintain a robust cycle of self-evaluation and reflective practice, regularly reviewing our provision to ensure it remains innovative and responsive. Our proactive engagement with the wider community fosters additional opportunities for children’s learning and cultural experiences.
• Long-term Success: Children transition smoothly into Key Stage 1, equipped with the foundational skills necessary for future academic success. We actively track their progress beyond EYFS, ensuring that the strong practices initiated in the early years have a lasting impact on their educational journey.

Through this comprehensive and cohesive approach, Longford C of E Primary School, is committed to ensuring that every child leaves the EYFS ready to embrace the next stage of their education with confidence, enthusiasm, and an eagerness to learn.

Early years foundation stage statutory framework For group and school-based providers