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Lakenham Primary and Nursery School

Early Years Foundation Stage

The EYFS sets the standards for the learning, development and care of children from birth to 5 years. At Lakenham this comprises our Nursery and Reception Classes.

Tour of our Early Years Foundation Stage

Early Years Lead - listen to what she says about EYFS

Introduction for our headteacher - Mrs Williams

 EYFS Policy 2020

For a quick overview of the EYFS curriculum areas and principles click here: /EYFS_by_numbers.pdf

Nursery and RECEPTION

Child-initiated learning through play is central to our practice because we know that children learn best through actively engaging with the world around them, through exploring and participating in challenging experiences and when their levels of wellbeing and involvement are high. We have therefore committed ourselves to providing the best possible environments, both inside and outside, to support children's learning and development. 


Our curriculum is planned around the needs and interests of our children rather than pre-set topics. We identify, through observation and interaction, what children are able to do and what they will need support with and use this information to plan. Our aim is that by the end of Reception our children are motivated and excited about their learning, are independent and take responsibility for themselves and their environments.


The Early Years Foundation Stage (EYFS) states that children should learn to develop a ‘positive sense of themselves’. Reflecting their cultures and those of others in the setting can support this personal development and respond to a child’s uniqueness whilst ensuring they have experience of the similarities between themselves and others too. At Lakenham Primary School, this is paramount in our minds, as there are approximately 40 different languages spoken by the children. 

Let us start by thinking about what we don’t mean. Some early years settings, particularly those in areas that lack diverse cultures, but with good intentions, have a tokenistic idea of cultural diversity. This often manifests as only planning for cultural input through specific activities related to a particular religious or cultural festival. Take the example of Chinese New Year celebrations; while activities to highlight awareness of cultural diversity are important, staff should be mindful that they are not ‘shallow’ activities such as colouring-in a picture of a Chinese New Year dragon. This activity does not represent the traditions and customs of Chinese New Year in an experiential way and can therefore be seen as tokenistic. What we do is ask advice from the Chinese community, and seeking genuine resources used in such a festival, will contribute to better authentic experiences for the children.

We believe it is essential to consider how cultural diversity becomes embedded, for example, in daily routines, the learning environment, provocations, resources, and dialogue with families. Embedding cultural diversity involves a commitment from all staff to reflect on their practice, attitudes and experiences. They should encourage children to explore identity, community, religion and language.


The Seven Areas of Learning and Development and how we implement them

Communication and language development:

giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations

HOW: adults and children interact throughout the day as children engage in play and there are daily opportunities to talk in small groups. Children make chatterboxes to share with their friends and school adults. Two of our EYFS staff are "Communication Champions" and have undergone a programme of training to communication and language development.

 Physical development:

providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food

HOW: Children spend a substantial amount of time outside every day. They build, balance and climb, ride on bikes, play games and run. Inside they develop their fine motor skills using playdough, scissors and pencils, hammers, construction resources etc. They can eat their snacks at any time during the day and regularly prepare healthy food in our kitchen area.

Personal, social and emotional development:

helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities

HOW: Small groups enable children to build positive relationships. Children have free access to a wide range of carefully selected resources which builds their independence and confidence. They are expected to take responsibility for tidying up and keeping the classroom  well maintained. 

Literacy development:

encouraging children to link sounds and letters (phonics) and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.


  • Small group activities support children to develop their ability to rhyme, to hear sounds etc.
  • Phonics are introduced more formally in Reception using the Letters and Sounds sequence and approach and resources from Floppy’s Phonics.
  • Children are introduced to a range of books, stories, songs and rhymes
  • Books are placed in all areas of the classroom
  • Initially children take story books home to share and then reading books based on their phonics.
  • Children are encouraged to use many different mark making materials such as pencils, crayons, felt tips, paints, chalks.
  • They are taught letter formation as part of their phonics
  • In Reception all children work in a small group to develop their writing on a weekly basis


providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measure


  • Cooking is being developed as a real life purposeful mathematical activity
  • Maths resources are available on a daily basis for children to access independently
  • Continuous provision offers numerous opportunities to develop mathematical understanding – water play, sand, wooden block play, mud kitchen
  • Numbers are used as labels in different areas of provision to indicate how many items there should be in a pot.
  • Maths rhymes and songs

Understanding the world:

guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

HOW:  Through a well planned environment inside and outside that provides a wide range of experiences and opportunities. Across the year children are involved in gardening, cooking and woodworking. They go on visits in the local area and visitors are invited into the classroom. They have access to a range of technology including the interactive screens.

Expressive arts and design:

enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

HOW: Through well planned continuous provision which includes painting, pattern making, modelling, music making and role play. Children are also taught the skills needed such as close observational drawing, colour mixing, making music and dance. They join the school singing assembly towards the end of their time in Reception.



The characteristics of effective learning:

  • Playing and Exploring - Children investigate and discover things. They are willing to "have a go". Play is the way children make sense of the world and it helps them to bring together everything they are learning. (Tina Bruce)
  • Active learning - Children concentrate, show high levels of involvement and keep on trying when things don't go according to plan. They enjoy achieving what they set out to do.
  • Creative and Critical Thinking - Children have and develop their own ideas, make links between those ideas and develop their own strategies. They demonstrate independence and are prepared to take risks.
  • High Levels of Wellbeing - Children feel comfortable and relaxed. Their basic needs are being met (food, drink, rest, toileting...) and they are interested and happy. They are confident and able to regulate their behaviour.



We use the Early Excellence Assessment Tracker (EExAT) to record the children's knowledge, skills and learning behaviours. The statements within EExAT consist of six-monthly milestones that reflect an 'age-related expectation' (what is typical for a child of that age). The assessments recognise the importance of measuring a child against what is typical for their chronological age, values how children learn and reflects the importance of a child's wellbeing and involvement. 

Click here to link to the EExAT website https://eexat.com/

A rich picture of each child is built up over time across the seven areas of learning and development and we use the information to plan their next steps and inform our practice and provision. Each child is assessed as they approach their six monthly milestone and just prior to the end of an assessment window (Dec 31st, April 31st, end of July)

In addition Reception children are assessed against the national standard for a Good Level of Development (reaching the expected standard in Personal, Social & Emotional development, Communication & Language, Physical Development, Maths, Literacy). This information is shared with the Year 1 teachers so that they can prepare relevant and appropriate strategies and experiences when the children move out of Reception.