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At Walderslade Primary School we believe that children in the EYFS need to experience a wide variety of first hand, practical learning opportunities to enable them to develop to their full potential. We aim to provide a secure, enjoyable and caring educational environment where each and every child feels valued.

Our curriculum rich provides the children with opportunities to learn facts and information but also gives them diverse and rich experiences from which they are able to develop transferable skills. Our Curriculum is planned following the guidance from the Department for Education, "Statutory framework for the Early Years Foundation Stage", taking account of the children's needs and interests.

Opportunities are provided for the children to meet the expectations laid out in the document, "Birth to five matters" - 2021. This non-statutory guidance material supports practitioners in implementing the statutory requirements of the EYFS.

We will: 

  • Provide a happy, caring, secure environment where children feel valued;
  • Build on what our children already know and can do and provide new and exciting experiences that ignite their curiosity, challenge, develop and stimulate their thinking;
  • Provide a rich and stimulating and aesthetically pleasing learning environment that is committed to raising standards;
  • Develop parents as partners, parents are a child’s first educator we aim to ensure parents are involved in their child’s learning;
  • Promote self-esteem and independence through praise and celebration of achievements;
  • Ensure that no child is excluded or disadvantaged;
  • Offer a balance of adult directed and uninterrupted, which has a range of starting points, matches the needs of all children and provides opportunity for learning both indoors and outdoors;

 We will deliver a curriculum that support, fosters and promotes children's:

  • social skills;
  • attention skills, persistence and a positive attitude to learning;
  • language and communication;
  • mathematical skills;
  • knowledge and understanding of the world;
  • physical development;
  • creative

These encompass the Early Learning Goals set out by the Department for Education. Our early years setting follows the curriculum as outlined in the 2021 statutory framework of the EYFS.


Development depends on each unique child having opportunities to interact in positive relationships and enabling environments. These underpin all learning within our EYFS.

  • Unique Child – Every child is a unique child
  • Positive Relationships - Children learn to be strong and independent
  • Enabling environments – Children learn and develop well in enabling environments
  • Learning and Development – Practitioners foster the characteristics of effective learning
    • playing and explaining
    • Active learning
    • Creating and thinking critically

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas are:

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

The prime areas are strengthened and applied through 4 specific areas:

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

Staff take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.

The curriculum is taught through themes, which are enriched with classroom enhancements, trips and visitors.

Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. Practitioners support and extend children learning in the moment, which gives deep understanding of the children they’ve worked with. Learning takes place indoors and outdoors and activities are planned accordingly.

Across the week, there is a balance of adult led and child-initiated activities to ensure that all children experience a curriculum that is personal, challenging and engaging. We have daily directed teaching in English, maths and phonics.

We recognise that children learn and develop well when there is a strong partnership between practitioners and parents and/or carers.

Parents and/or carers are informed weekly of what their child is learning and to explain how they can support this at home.

Parents and/or carers are kept up to date with their child’s progress and development. The progress check and EYFS profile helps to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities.