Early Years Foundation Stage

Curriculum Intent

At St Mary’s, our curriculum is designed to provide a strong foundation for children’s learning and development, ensuring they become confident, independent, and resilient learners. Rooted in the principles of the Early Years Foundation Stage (EYFS), our curriculum nurtures curiosity, creativity, and a love for learning through play, exploration, and meaningful interactions.

Aims and Vision

Our intent is to:

• Provide a broad, balanced, and sequenced curriculum that supports children’s holistic development.
• Foster a love for learning by offering engaging, hands-on experiences that build on children’s interests.
• Equip children with essential skills in communication, language, literacy, mathematics, and social-emotional development.
• Ensure every child, regardless of background or ability, is supported to reach their full potential.
• Prepare children for their next stage of learning by developing independence, resilience, and self-confidence.

Alignment with the EYFS Framework

Our curriculum is carefully structured to encompass the three prime areas and four specific areas of learning:

• Prime Areas: Communication & Language, Physical Development, Personal, Social & Emotional Development.
• Specific Areas: Literacy, Mathematics, Understanding the World, Expressive Arts & Design.

We provide a language-rich environment, ensuring children develop strong communication skills through storytelling, singing, role-play, and conversations with adults and peers. Physical development is supported through daily outdoor play, movement activities, and fine motor skill development. Personal, social, and emotional growth is nurtured through a strong key-person system, allowing children to develop secure attachments and emotional resilience.

Tailoring Learning to Individual Needs

We recognise that every child is unique and ensure our curriculum meets the needs of all learners, including those with SEND, EAL, and additional needs. Our planning reflects children’s interests, experiences, and developmental stages, ensuring an inclusive and responsive approach to learning.

• For children with SEND: We provide additional support through personalised learning plans and close collaboration with families and external agencies.
• For children with EAL: We create a language-rich environment that encourages bilingualism while supporting English language development.
• For all children: We celebrate diversity and incorporate cultural experiences, ensuring every child sees themselves represented in our curriculum.

Progression and Readiness for School

Our curriculum is carefully sequenced to build on prior knowledge and ensure progression in learning. We introduce and reinforce concepts through practical, hands-on experiences that allow children to develop a deep understanding.

• In mathematics, we start with real-life counting experiences before progressing to number recognition and problem-solving.
• Early reading and writing skills are fostered through phonics, storytelling, mark-making, and book sharing.
• Social and emotional development is prioritised, ensuring children build strong relationships and develop self-regulation skills.

Characteristics of Effective Learning

We recognise that children learn best when they are engaged, motivated, and able to think critically. Our curriculum supports the three characteristics of effective learning:

• Playing and Exploring: Encouraging curiosity, active engagement, and willingness to try new things.
• Active Learning: Developing motivation, perseverance, and resilience.
• Creating and Thinking Critically: Supporting problem-solving, independent thinking, and imaginative play.

Phonics