The Early Years Foundation Stage is the period of education from birth to 5 years. In our Foundation Stage we have two reception classes. We work closely with the feeder nurseries and pre-schools and work closely with our parents and families. We follow the Early Years Framework and deliver our curriculum through the Cornerstones curriculum, like the rest of our school. Our curriculum is ambitious and child-initiated. Here is our intended Reception Reading Curriculum Map Curriculum Map.


In EYFS at Adderley Primary School, the curriculum is designed to recognise children’s prior learning from previous settings and their experiences at home, provide first hand learning experiences, whilst allowing the children to build resilience, ambition and integrity. Every child is recognised as a unique individual and we celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. We provide enhancement opportunities to engage learning and believe that our first experiences of school should be happy and positive, enabling us to develop a lifelong love of learning.

Community involvement is an essential part of our curriculum as we celebrate local traditions, learning new skills to enable the children to take an active role in events throughout the year.   Throughout their time in EYFS, the children develop a sense of belonging to our school community, ready to transition to year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.

We intend:

  • To work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.  
  • To understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.
  • To create an indoor and outdoor environment which supports learning.    
  • To prepare children to reach the Early Learning goals at the end of the Foundation Stage and ensure children make at least expected progress from their starting points.
  • To fully support transition into KS1.

Expected outcomes by the end of EYFS

Communication and language

ELG: Listening, Attention and Understanding

Children at the expected level of development will:

– Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;

– Make comments about what they have heard and ask questions to clarify their understanding;

– Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.


ELG: Speaking

Children at the expected level of development will:

– Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;

– Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;

– Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.


Personal, Social and Emotional Development

ELG: Self-Regulation

Children at the expected level of development will:

– Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

– Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;

– Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.


ELG: Managing Self

Children at the expected level of development will:

– Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;

– Explain the reasons for rules, know right from wrong and try to behave accordingly;

– Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.


ELG: Building Relationships

Children at the expected level of development will:

– Work and play cooperatively and take turns with others;

– Form positive attachments to adults and friendships with peers;

– Show sensitivity to their own and to others’ needs.


Physical Development

ELG: Gross Motor Skills

Children at the expected level of development will:

– Negotiate space and obstacles safely, with consideration for themselves and others;

– Demonstrate strength, balance and coordination when playing;

– Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.


ELG: Fine Motor Skills

Children at the expected level of development will:

– Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

– Use a range of small tools, including scissors, paint brushes and cutlery;

– Begin to show accuracy and care when drawing.



ELG: Comprehension

Children at the expected level of development will:

– Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;

– Anticipate – where appropriate – key events in stories;

– Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.


ELG: Word Reading

Children at the expected level of development will:

– Say a sound for each letter in the alphabet and at least 10 digraphs;

– Read words consistent with their phonic knowledge by sound-blending;

– Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.


ELG: Writing

Children at the expected level of development will:

– Write recognisable letters, most of which are correctly formed;

– Spell words by identifying sounds in them and representing the sounds with a letter or letters;

– Write simple phrases and sentences that can be read by others.



ELG: Number

Children at the expected level of development will:

– Have a deep understanding of number to 10, including the composition of each number;

– Subitise (recognise quantities without counting) up to 5;

– Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.


ELG: Numerical Patterns

Children at the expected level of development will:

– Verbally count beyond 20, recognising the pattern of the counting system;

– Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

– Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.


Understanding the World

ELG: Past and Present

Children at the expected level of development will:

– Talk about the lives of the people around them and their roles in society;

– Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class;

– Understand the past through settings, characters and events encountered in books read in class and storytelling.


ELG: People, Culture and Communities

Children at the expected level of development will:

– Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;

– Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;

– Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.


ELG: The Natural World

Children at the expected level of development will:

– Explore the natural world around them, making observations and drawing pictures of animals and plants;

– Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;

– Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.


Expressive Arts and Design

ELG: Creating with Materials

Children at the expected level of development will:

– Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;

– Share their creations, explaining the process they have used;

– Make use of props and materials when role playing characters in narratives and stories.


ELG: Being Imaginative and Expressive

Children at the expected level of development will:

– Invent, adapt and recount narratives and stories with peers and their teacher;

– Sing a range of well-known nursery rhymes and songs; Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.


Throughout EYFS at Adderley Primary School, we follow the Early Years Statutory Framework for the Early Years Foundation Stage. This framework specifies the requirement for learning and development in the Early Years and provides Prime and Specific areas of learning we must cover in our curriculum.

We have a curriculum that is child-centred and that is based upon exciting experiences and topics which engage the children. We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support learning. All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum.

The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum;

  • Personal, Social and Emotional Development
  • Physical Development,
  • Communication and Language,
  • Literacy,
  • Mathematics,
  • Understanding the World,
  • Expressive Arts and Design

These 7 areas are used to plan children’s learning and activities. Planning for this curriculum is designed to be flexible so that a child’s unique interests are supported. During each week, the children will work with an adult to complete at least one 1:1 guided reading session as well as an adult led literacy task, maths task and a range of child-initiated tasks through both the indoor and outdoor provision.  There is also a daily taught Phonics session where children are grouped according to their phonics ability and taught appropriate phonic skills to ensure that good progress is made.  In EYFS at Adderley Primary the children are introduced to the Letters and Sounds phonics scheme which is further continued and developed in KS1.  A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily basis. Continuous provision practise and principles begin in EYFS and support children to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving. During the school day, children will have an opportunity to work independently, work collaboratively with their friends and with members of staff.

A range of activities are planned to cover different areas of the EYFS curriculum and allow children to develop their next steps in learning. Through observation and discussion, areas of need and next steps are identified for all children to ensure good progress is made. There are also a range of stimulating and engaging activities which the children can access independently and a variety of opportunities for child-initiated play. In planning and guiding children’s activities we reflect on the different ways that children learn and reflect these in our practise. Staff in the EYFS make regular observations of the children’s learning to ensure their next steps are met. These are collected in each child’s online or paper learning journey. We regularly assess where the children are, using ‘Development Matters’ and then ensure our planning, adult interaction and learning environment; including continuous provision, support children to reach their next steps. We will include interventions for groups or individuals if and when necessary.

Children in EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside. Our outdoor areas are used all year round and in most weather conditions. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place. These are: 

Playing and Exploring – children investigate and experience things, and have a go;

Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;

Creating and Thinking Critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things.

We share a range of healthy snacks and learn about the importance of a healthy balanced lifestyle to maintain our own wellbeing. The children also participate in trips including trips to a church, a park and a working farm. In addition to this the children enjoy visits from various ‘People Who Help Us’ from the local community including the School Nurse, Community Police Officers and School Caretaker. They plant bulbs and seeds, watch them grow and eat their produce such as cress and carrots.

To support our wider curriculum, we provide regular opportunities for parents and carers to come into school and work with their child, share their work and celebrate successes. We keep parents informed and we meet regularly with them to ensure children’s transition into school and through the EYFS is happy and allows them to reach their potential with the support needed. This includes transition sessions, nursery or home visits, ‘stay and do art sessions’, parent workshops, teddy bears picnic, reading sessions, an online learning journal, reports and parent consultations as well as more informal communication at the end of the school day.

We also support the transition into Key Stage 1 for both child and parents. We prepare children for Year 1 with visits to their new class, meeting the teacher and ensuring the environments are familiar.  Parents have the opportunity to meet with new teachers and visit their child’s new learning environment. The children also complete ‘transition’ activities with their new teacher during the summer term. These aim to support the transition for all.


We strive to ensure that our children’s progress across the EYFS curriculum is at least expected progress from their varied starting points. We also strive for children to reach the Early Learning Gals at the end of Reception and to be at least in line with National Expectations. We have achieved this in the past few years. Evidence in children’s learning journeys support all areas of the EYFS curriculum.

Areas of Learning (2020 EYFS ELGS) Entry

% at ARE

Sum 2

% at ARE

% children making expected progress
CLL 1. Listening and attention 47% 77% 95%
2. Understanding 32% 76% 95%
3. Speaking 37% 69% 95%
Physical 4. Moving and Handling 41% 80% 95%
5. Health and self-care 50% 80% 92%
PSED 6. Self-confidence and self- 45% 73% 95%
7. Managing feelings and behaviour 45% 70% 95%
8. Making relationships 45% 77% 95%
Literacy 9. Reading 26% 65% 92%
10. Writing 39% 63% 88%
Maths 11. Numbers 27% 69% 94%
12. Shape, space and measure 27% 63% 94%
EAD 13. Exploring and using media 22% 76% 94%
14. Being imaginative 18% 76% 97%
UTW 15. People and communities 13% 69% 95%
16. The world 9% 69% 94%
17. Technology 55% 84% 91%


The impact of our curriculum is measured by assessment procedures which allow us to measure outcomes against all schools nationally. We measure the percentage of pupils achieving age related expectations throughout the academic year, put supportive interventions in place if and when needed. Class teachers use observations to make formative assessments which inform future planning and ensure that all children build on their current knowledge and skills at a good pace. Summative assessment compares children attainment to age related expectations using month bands in Development Matters. This is tracked using Tiny Tracker to ensure rates of progress are at least expected for all children, including vulnerable groups such as those with SEND, EAL, disadvantaged or summer born children. Our assessment judgements are moderated both in school and externally with local schools.

The impact of our curriculum will also be measured by how effectively it helps our pupils develop into well rounded individuals who embody our values and carry with them the knowledge, skills and attitudes which will make them lifelong learners and valuable future citizens. We endeavour for pupils to be Key Stage 1 ready and have our school values embedded by the time they leave EYFS, preparing them for their future.