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Early Years Foundation Stage Curriculum

The Early Years Foundation Stage


The statutory framework for the Early Years Foundation Stage (EYFS) sets the standards for learning, development and care for children from birth to five. It is guided by a framework called ‘Development Matters’ that sets out the learning, development and assessment requirements for all children until the end of their Reception year. All early years practitioners are required to pursue daily rich activities to support each child’s educational development across seven areas of learning.


This guidance has been reviewed and the goals for the end of reception year have been updated.


At Furze Platt Infant School, we are always keen to be at the forefront of any changes in education and we were excited to become an ‘early adopter’ school before the statutory implementation in September 2021.


The reforms bring about some exciting changes and if you have had a child who has been in reception in recent years, things may look slightly different. However, the EYFS framework has never prescribed a particular teaching approach and the new framework holds true to this value. Our philosophy of early years education remains the same with play and wellbeing at the heart of everything we do.


    EYFS rationale


    The principles of the Early Years Foundation Stage guide are to develop the unique child, providing care and support in a safe environment so that every child’s full potential is reached.


    At Furze Platt Infants, we provide our children in Early Years with a well-structured, safe, active learning environment both indoors and outdoors. Children have daily opportunities to access the outdoor environment which also enables them to increase their levels of physical activity.


    We understand that all children develop at different rates and learn in different ways. Therefore, well planned experiences in all areas of learning and development are essential, with purposeful play underpinning the delivery of our Early Years curriculum. We believe that the correct mix of adult directed and child initiated play ensures the best outcomes for children.


    We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for adult/child and peer to peer interaction. We understand high quality adult/child interactions are essential in ensuring children become confident communicators ready for their next stage of learning.


    Our children in Early Years have a wealth of opportunities and experiences to help develop independence and self-confidence in an environment where they feel valued, respected and cared for. The Early Years curriculum celebrates inclusiveness and diversity; utilising the skills, knowledge and cultural wealth of the community. Warm and positive relationships between staff and children; consistency and routine; and strong relationships with parents are all features of our day to day practice that supports wellbeing. Our staff have high expectations for all children and work hard to ensure they develop the skills and knowledge to grow into respectful, independent, resilient and creative leaners with a passion for learning.


    The Development Matters document along with the Foundation Stage Early Learning Goals set out end of Reception year expectations for children by the end of the Foundation Stage. FPPF recognises the crucial role that high-quality Early Year’s education has to play in providing firm foundations upon which the rest of a child’s education is successfully based. We endeavour for our children to be Key Stage 1 ready and have our Federation Values of passion, well-being and respect embedded by the time they leave Early Years, preparing them for their future learning journey.