Images protected by Greenhouse School Websites

Pensford Primary School

Pensford Primary School

Live and Learn Together
Sun Smiley face Smiley face
Life at Pensford Primary School Life at Pensford Primary School Life at Pensford Primary School Life at Pensford Primary School
“Pupils feel safe
at school and are kind
to one another. They like
being at school and appreciate
the many experiences
they have.” - Ofsted
Smiley face

Our Early Years Foundation Stage Curriculum

Please read on for background information, or click here for the detailed curriculum document.

The Foundation Stage years are an integrated approach to care and education which runs from before a child is born to when they are five years old - the end of Reception Class.

Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important and provides the foundation for children to make the most of their abilities and talents as they grow up. The aim of the Foundation Years is to help young children achieve the five ‘Every Child Matters’ outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being. The EYFS principles are grouped into four distinct but complementary themes:

  • A Unique Child – recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured. The commitments are focused around development; inclusion; safety; and health and well-being.
  • Positive Relationships – describes how children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. The commitments are focused around respect; partnership with parents; supporting learning; and the role of the key person.
  • Enabling Environments – explains that the environment plays a key role in supporting and extending children’s development and learning. The commitments are focused around observation, assessment and planning; support for every child; the learning environment; and the wider context – transitions, continuity, and multi-agency working.
  • Learning and Development – recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.

Learning and Development

The learning and development in the EYFS comprises three elements:

  • The statutory Foundation Years framework – the knowledge, skills and understanding which young children should have acquired by the end of the academic year in which they reach the age of five;
  • The educational programmes – the matters, skills and processes which are required to be taught to young children;
  • The assessment arrangements – the arrangements for assessing young children to ascertain their achievement.

There are 7 statutory areas covered in the statutory Foundation Years framework

Three prime areas:

  • Personal, social and emotional development
  • Communication and language development
  • Physical development

Four specific areas:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Art and Design

The first three areas are of prime importance and necessary for effective development and achievement in early years and beyond. The specific areas help to support a rounded approach to child development. All areas are delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities both inside and outside.

Assessment Arrangements

In Reception, children in England take part in two statutory assessments. First, at the start of the year, all pupils complete the Reception Baseline Assessment (RBA). This is a short, practical, teacher‑led assessment that helps establish each child’s starting point in language, literacy and maths. It is not a test children can pass or fail, and results are not shared with families, but they support schools in measuring progress across the primary years.
At the end of Reception, teachers must complete the Early Years Foundation Stage Profile (EYFSP) for every child. This assesses development against 17 Early Learning Goals across all areas of learning and identifies whether each child is “emerging” or “expected” in each area. Schools must submit this data to their local authority by 30 June each year.

Throughout the year, teachers also use ongoing observation to understand children’s learning and plan next steps, in line with the statutory Early Years Foundation Stage framework.