‘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 in its own right and it provides the foundation for children to make the most of their abilities and talents as they grow up.’

Early Years Foundation Stage Profile - Department for Children, Schools and Families 2012

The Early Years Foundation Stage applies to children from birth to the end of the Reception year. At Ingram Road Primary School children are admitted into nursery in the term after their third birthday and into Reception in the September following their fourth birthday.

Early childhood is the foundation on which children build the rest of their lives. At Ingram Road Primary School we greatly value the importance that the EYFS plays in laying secure foundations for future learning and development.

However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education.

Learning and Developing

The EYFS Curriculum – Our curriculum for the Foundation Stage reflects the areas of learning identified in Development Matters, Non-statutory curriculum guidance for the early years foundation stage (July 2021).

There are seven areas of learning and development that must shape educational provision in Early Years settings. All areas of learning and development are important and inter-connected. None of the areas of learning can be delivered in isolation from the others. Our children’s learning experiences enable them to develop competency and skill across a number of learning areas.

They require a balance of adult led and child initiated activities in order for most children to reach the levels required at the end of EYFS. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

The three Prime areas are:

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development

Staff will also support children in four specific areas, through which the three prime areas are strengthened and applied.

Specific Areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

Children’s development levels are assessed and as the year progresses, the balance will shift towards a more equal focus on all areas of learning, as children grow in confidence and ability within the three prime areas.

However, if a child’s progress in any of the prime areas gives cause for concern, staff will discuss this with the child’s parents/carers and agree how to support the child.

Reception pupils also participate in daily Floppy's Phonics sessions, following the guidance in the “Letters & Sounds” document and in line with school policy.

Parent Information

Reception Key Person

When your child joins an Early Years setting it is a requirement that they are assigned a key person. If your child has previously been to a different childcare setting, they will have had a key person there. The role of a key person is to help ensure that learning and care is tailored to meet their individual needs. This is one, of many, ways to support the child within the setting. The key person is also responsible for building relationships with parents and carers and should be available to support families, as well as the child. At Ingram Road Primary School both the class teacher and teaching assistant, along with other staff members and/or agencies if appropriate, work together to support all children within the class. Your child’s class teacher will be your child’s key person but their teaching assistant will also support many aspects of their school life. Your child’s class teacher will be available on a regular basis if you need to talk to them, however, other members of the Foundation Stage team will also be available during these times.