Why do we teach EYFS the way we do?	How do we teach in EYFS? What does this look like?
By the time children leave EYFS what will they be able to do?	Phonics

The Early Years Foundation Stage is the period of education from birth to 5 years. In our Foundation Stage we have two reception classes.


In EYFS at Holy Cross, 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 for transition into year 1 the following academic year. They have the confidence and skills to make decisions and self-evaluate, make connections and become lifelong learners.

• 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 achieve a Good Level of Development (GLD) and the Early Learning goals at the end of the Foundation Stage and ensure children make at least good progress from their starting points.
• To support transition into the reception classes through visits to Early Year settings, pupil taster sessions and home visits.
• To support transition into KS1.

Throughout EYFS at Holy Cross, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, updated 2021, by the DfE. 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 based on 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 an ambitious 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 children’s unique interests are supported. During each week, the children will work with an adult as a whole class and in groups to complete phonics, literacy, maths and group reading sessions as well as a range of child-initiated tasks through both the indoor and outdoor provision. Children embed their learning through challenges and experiences in continuous provision.


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.

Daily guided activities are also 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 loaded to Target Tracker or added to learning journey book. 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 all weather conditions. We ensure activities support the Characteristics of Effective Learning to ensure learning takes place.

• 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 encourage children with the importance of a healthy balanced lifestyle. All of children perform in a Nativity and participate in trips. They enjoy visits from key workers in the community members including the police, vets nurse.

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 days and home visits, new parent information session, stay and play sessions, parent workshops, reports and parent consultations as well as more frequent informal communication to suit individual families. We inform our parents weekly about what is being taught and how they can help at home.

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 similar at the end of EYFS and the start of Year 1. Parents can arrange to meet with new teachers and visit their child’s new learning environment. These aim to support the transition for all.


We strive to ensure that our children’s progress across the EYFS curriculum is good from their varied starting points. We also strive for children to achieve a Good Level of Development and many of the Early Learning Goals at the end of Reception, and to be as close as possible to National Expectations. Evidence in children’s Writing Journals and Target tracker, support all areas of the EYFS curriculum.


This Phase 2 sounds taught in Reception Autumn 1 video is designed to be shared with families by schools using Little Wandle Letters and Sounds Revised to help them to support learning at home.

Phase 2 sounds taught in Reception Autumn 2
This Phase 2 sounds taught in Reception Autumn 2 video is designed to be shared with families to help them to support learning at home.