EYFS (Early Years Foundation Stage)

Intention

What are we trying to achieve?

In Reception, our curriculum begins with the children. We aim for them to become curious, confident and independent learners, as well as responsible and rights‑respecting citizens. As a Rights Respecting School, children’s wellbeing, voice and autonomy underpin our ethos.
 
Our curriculum is shaped by the Statutory Framework for the Early Years Foundation Stage (2021), ensuring that every child experiences learning that supports their intellectual, creative, physical, social and emotional development. We design learning that is meaningful, engaging and rooted in children’s interests, bringing “the world” to the children of St. Benedict’s. 

Developing children’s language and communication is a central priority, reflecting the emphasis in Development Matters, Birth to 5 Matters, and the Ofsted Early Years Research Review. Strong language skills open the door to future learning and underpin every area of the curriculum. 

 

Implementation

How do we organise this?

Learning in Reception follows a thematic approach, closely linked to high‑quality texts. This supports vocabulary development, helps children make connections and enables them to use new language across different areas of learning. 

Children experience a balance of: 
  • Adult‑guided learning 
  • Child‑initiated exploration 
  • Rich continuous provision that encourages curiosity, independence and problem‑solving 
Our continuous provision is carefully planned and enhanced to reflect children’s interests, developmental needs and the themes we are exploring. This aligns with the principles of Development Matters and Birth to 5 Matters, which emphasise enabling environments and responsive teaching. 
 
High‑quality interactions are at the heart of our practice. Adults model language, extend thinking, scaffold learning and support children to develop social skills, resilience and independence. These interactions reflect the research‑informed guidance outlined in the Ofsted Early Years Research Review. 
 
Outdoor learning is an integral part of our curriculum, offering further opportunities for exploration, collaboration and physical development. 
 
For early reading and phonics, children follow Little Wandle Letters and Sounds Revised, a validated systematic synthetic phonics programme. This approach is supported by the Reading Framework (2023), which emphasises the importance of consistent phonics teaching, language‑rich environments and a strong culture of reading for pleasure. 


Impact

How do we know it is successful?

We know our curriculum is successful when children demonstrate: 
  • Growing confidence in using new vocabulary 
  • Independence in choosing and leading their own learning 
  • Curiosity, creativity and resilience when exploring challenges 
  • Positive relationships and strong personal, social and emotional skills 
  • Secure early reading behaviours through Little Wandle phonics 
Practitioners use high‑quality interactions, ongoing engagement with children and deep knowledge of child development to understand how learning is progressing. This informs how we shape the environment, adapt provision and support children through meaningful, responsive experiences. 

Children regularly share and celebrate their learning with peers and adults. At the end of each half term, they respond to a “Big Question”, drawing together key vocabulary, ideas and concepts from across the theme. 

Children also revisit their learning, helping them reflect on their progress, talk about their achievements and recognise themselves as capable, successful learners. 

 

Long Term Planning Overviews
Communication and Language
Expressive Arts
ICT
Knowledge and Understanding the World
Literacy
Maths
Physical Development
PSED RR and British values