EYFS
“Free the child’s potential, and you will transform the world."
Maria Montessori
Curriculum Intent
In Early Years Foundation Stage at Our Lady’s Catholic Primary School, we provide our children with a curriculum that is designed to be flexible, ambitious, creative, engaging and exciting so that their unique needs, passions and interests are embraced. Every child is a unique individual and we celebrate and respect differences within our school community.
The ability to learn is underpinned by the teaching of skills, knowledge and values that equips our children for their future successes. We inspire our children to become accomplished, happy individuals, ready to reach their full potential in an ever-changing world. Our curriculum is driven to recognise children’s prior learning and experiences provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience to become critical and creative thinkers. In order to ensure that we develop a love of learning in children from day one, we not only plan key themes which will help us to deliver the objectives of our unique curriculum, but may be inspired by current events and interests.
How Early Years is Taught
Learning in the Early Years Foundation Stage is delivered through a carefully designed, play-based curriculum that balances child-initiated exploration with purposeful adult-led teaching. Our provision is structured to develop children’s knowledge, skills and language across all areas of learning, ensuring strong foundations for future success.
New learning builds on children’s prior experiences and starting points. Staff use ongoing assessment and observation to plan learning that is responsive, meaningful and appropriately ambitious for each child. Clear routines, high expectations and warm, supportive relationships enable children to feel safe, confident and ready to learn.
Adults play an active role in extending children’s thinking through high-quality interactions, modelling language, asking thoughtful questions and supporting sustained shared thinking. Carefully planned continuous provision, both indoors and outdoors, provides rich opportunities for children to explore, practise and apply their learning independently.
Communication and language, early reading, early mathematics, physical development and personal, social and emotional development are prioritised throughout the day to ensure children develop the key skills they need to thrive as learners. First-hand experiences, stories, visits and children’s interests are used to inspire curiosity, creativity and a lifelong love of learning.
Communication and Language
Communication and language development is prioritised across our Early Years provision, as we recognise that strong language skills underpin success in all areas of learning. Rich conversations, storytelling, high-quality texts, singing and carefully planned interactions are woven throughout the day to develop children’s vocabulary, listening skills and confidence to express themselves.
We use structured assessment tools, including WellComm, alongside ongoing observation and assessment, to identify children who may need additional support with speech, language and communication at an early stage. Assessment information is analysed to identify patterns and trends across the cohort, enabling staff to embed targeted language opportunities, activities, routines and vocabulary into the daily provision to address identified gaps.
Targeted interventions such as Early Talk Boost in Pre-School and Talk Boost in Reception provide small-group teaching to develop children’s speaking, listening and social communication skills. These interventions complement high-quality universal provision, ensuring children receive timely, focused support while continuing to access the full curriculum alongside their peers.
As a result, children develop the language, confidence and communication skills they need to thrive both socially and academically.
Adaptive Teaching
Our Early Years curriculum is inclusive and accessible to all children, including those with SEND and those who may face barriers to learning. High-quality teaching and thoughtful adaptations ensure that every child can participate fully and make strong progress.
Learning environments are designed to be flexible and responsive, using clear routines and carefully structured resources to promote independence and understanding. Adults adapt their language, questioning and support to meet individual needs, providing scaffolding where needed and gradually encouraging children to work independently.
Early identification and support are central to our practice. Staff work closely with families and external professionals to ensure children receive timely and appropriate support. Strategies such as small-group work, sensory approaches and targeted interventions are used to enable all children to succeed.
Inclusion is embedded in everyday classroom practice so that children learn together, feel valued and develop confidence in their own abilities.
Assessment
Assessment in the Early Years is ongoing, purposeful and used to inform teaching. Through observation, discussion and meaningful interactions, staff develop a deep understanding of each child’s strengths, interests and next steps.
This information is used to plan experiences that build on what children already know and can do, ensuring learning is both supportive and challenging. Assessment is focused on improving outcomes rather than generating unnecessary paperwork, allowing adults to spend maximum time interacting with children.
Regular review of progress enables staff to identify children who may need additional support or greater challenge, ensuring all children make strong progress from their starting points.
Impact
The impact of our Early Years curriculum is that children develop the confidence, independence and resilience needed to become successful learners.
Children leave the Early Years with:
secure early reading, writing and mathematical foundations
well-developed communication and language skills
strong personal, social and emotional understanding
curiosity, creativity and a positive attitude towards learning
They are able to talk about their learning, work collaboratively with others and apply their knowledge in different contexts. Children are well prepared for the transition to Key Stage 1 and are equipped with the skills and dispositions needed to flourish both academically and personally.
Early Years Enrichment
Learning is enriched through a wide range of first-hand experiences that broaden children’s understanding of the world and inspire their interests.
Children take part in:
outdoor learning and exploration
visits within the local community
visitors and themed experiences
celebrations of cultural and religious events
seasonal and real-life learning opportunities
These experiences provide meaningful contexts for learning, strengthen children’s language development and deepen their understanding of the world around them. Enrichment opportunities foster curiosity, awe and wonder, supporting children to become enthusiastic and engaged learners.
Working in Partnership with Parents
We recognise that parents and carers are children’s first educators and value strong partnerships between home and school. Regular communication, stay and learn sessions and shared learning opportunities enable families to understand how children learn and how they can support development at home.
We use Tapestry, our online learning journal, to share regular photographs and observations of children’s learning. This provides families with meaningful insights into their child’s experiences, progress and achievements, and enables ongoing dialogue between home and school. Parents are encouraged to contribute their own observations, helping us to build a complete picture of each child’s development and celebrate learning both in and out of school.
By working together, we ensure every child feels secure, supported and ready to succeed.
Further Curriculum Information