At Adderley Primary School, we offer an inclusive and ambitious curriculum designed to enable all pupils to reach their full potential. Our approach ensures that every child, including those with SEND, EAL, and those from disadvantaged backgrounds, is supported to achieve both academically and personally. In addition, we are committed to providing a safe, nurturing, and stimulating environment that is responsive to the needs of all children, including those with additional needs. Our aim is to create a setting that is both challenging and supportive, where children feel cared for, valued, and encouraged to share and explore.
We aim to provide a broad and balanced curriculum that establishes strong foundations for all pupils’ learning and development. The curriculum is carefully designed to support holistic growth, fostering both intellectual and personal development. We are committed to creating an environment in which every child feels valued, respected, and empowered to succeed. Through targeted support and tailored opportunities, we address individual needs while promoting confidence, resilience, and a lifelong love of learning.
The EYFS framework is implemented using the non-statutory Development Matters guidance, alongside the Cornerstones Curriculum, the White Rose Scheme of Work and Kapow, which support the delivery of specific areas of learning. Pupils engage in daily adult-led sessions complemented by opportunities for child-initiated activities, allowing them to explore, experiment, and consolidate their learning independently.
This ensures that pupils are consistently encouraged to develop their curiosity, creativity, and potential in a stimulating and supportive environment. Teaching staff carefully observe and assess children’s progress, using this information to plan targeted activities that meet individual needs and interests. By balancing structured teaching with independent exploration, the curriculum promotes holistic development, fostering intellectual, social, emotional, physical, and creative growth, and laying strong foundations for future learning in Key Stage 1 and beyond.
You can view our Curriculum Overview for EYFS.
Continuous Provision
A key feature of the EYFS is Continuous Provision, often referred to as a living curriculum, which provides a dynamic and flexible approach that allows pupils to apply their learning and develop skills independently. Adults play a crucial role in enhancing high-quality interactions in Continuous Provision, modelling, questioning, and scaffolding children’s learning. Through purposeful engagement, adults extend children’s thinking, encourage problem-solving, and provide timely guidance, ensuring that each child is supported to reach their full potential.
Outdoor Learning
Outdoor Learning in EYFS is a fundamental part of the Early Years Foundation Stage (EYFS) curriculum, providing children with opportunities to explore, investigate, and learn in a natural, stimulating environment. Learning outdoors complements indoor activities and supports development across all seven areas of learning.
Indoor Learning
Indoor Learning in EYFS refers to the structured and carefully planned learning as well as child-led learning that takes place within the classroom or other indoor areas. It provides a safe, resource-rich environment where children can explore, investigate, and develop essential skills across all seven areas of learning.
The seven areas are divided into prime areas and specific areas:
Prime Areas
- Communication and Language – Developing listening, attention, understanding, and speaking skills.
- Physical Development – Developing gross and fine motor skills, coordination, health, and self-care.
- Personal, Social, and Emotional Development – Building self-confidence, managing feelings, forming relationships, and learning social skills.
Specific Areas
- Literacy – Learning to read and write, including phonics, comprehension, and early writing skills.
- Mathematics – Developing number skills, counting, calculation, shape, space, and measures.
- Understanding the World – Exploring people, communities, technology, and the natural world.
- Expressive Arts and Design – Encouraging creativity through art, music, dance, role play, and imaginative experiences.
Outcomes of the Curriculum and Assessment
All pupils are regularly and continuously assessed by teaching staff to monitor their progress across all areas of learning. Assessments are used to identify each child’s strengths, interests, and areas for development. This information informs the planning of next steps in both adult-led and child-initiated activities, ensuring that learning is tailored to individual needs.
Reception Baseline Assessment
The Reception Baseline Assessment (RBA) is a statutory assessment completed within the first six weeks of a child starting a Reception setting. It is carried out on a one-to-one basis with a teacher using an interactive activity on a tablet or computer. The assessment focuses on early communication, language, literacy and mathematics skills.
EYFS Profile
The EYFS Profile is the statutory assessment used at the end of the Early Years Foundation Stage (EYFS) to measure children’s development and learning. It provides a comprehensive picture of each child’s progress across the seven areas of learning, showing how well they are prepared for the transition into Key Stage 1. Pupils are expected to demonstrate a Good Level of Development (GLD), indicating that they have achieved the expected standards across the prime and specific areas of learning and are well-prepared for the transition into Key Stage 1.