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Northowram Primary School
EYFS Guidance 2019- 2020
Curriculum Pledge
“The teaching of basic skills in the Nursery is helping pupils to develop early reading and writing, to recognise numbers and
count objects. As a result of the good teaching received in the Nursery, children enter Reception at levels of development above those typical for
their age. In Reception, resources are well organised so that children can explore independently and further develop their social skills. Staff
question children well to foster curiosity and to develop understanding. Effective teaching is ensuring that all children make good progress, so that
around four fifths, above proportions seen nationally, enter Year 1 at, or above, expected levels”. Ofsted June 2016
In June 2017, as a result of research undertaken by all members of the EYFS team and the Head and Deputy, a EYFS Vision was created.
It is closely aligned to the whole school Vision and it details how we work together, in the EYFS, to develop confident, happy, independent,
respectful and resilient learners.
We value the uniqueness of each child and we strive to ensure high levels of engagement and wellbeing are achieved as they
learn through play.
We believe that play is the key tool for learning as it is essential for children’s development and confidence building, as they learn to explore, problem solve and relate to others. Children learn by leading their own play, and by taking part in activities
which are guided by adults.
We recognise that active and creative play supports physical, emotional and social development, strengthens concentration and enables self-regulation. It encourages children to become inventive, curious and adaptive learners.
The environment allows children to build meaningful and successful relationships with peers and adults through social
interaction.
Children are fully immersed in all of the opportunities to explore, think creatively and play imaginatively.
We encourage our children to become robust and respectful learners who can thrive and flourish in different environments. The experiences they have in our Foundation Stage will be a pocket of learning to dip into for the rest of their lives.
In our school, we live positively and work happily together to make children ‘learning ready’ and life-ready’.
The Unique Child
• Every child deserves the best possible start in life and the support they need to enable them to fulfil their potential.
• We value the importance of getting to know children’s strengths and weaknesses, interests and fascinations, previous experiences and home life.
• We believe that everything which surrounds the child has an impact on them.
• We aim to develop children’s stamina, strength and resilience.
• Play is freely chosen by the child and is under their control.
Positive Relationships
• All adults in EYFS are trained to support and encourage the child’s self-initiated play.
• Adults model and use open ended language effectively to develop vocabulary and to extend thinking.
• We provide a nurturing and safe environment that showcases children’s achievements and helps them to reflect on their learning.
• Adults ensure that they provide adequate time for children to plan, re-visit, practise and develop their knowledge and skills.
• Adults use observation and discussion with other practioners to identify individual strengths, areas for development and next steps.
Positive Partnerships
• We recognise that parents are the children’s first educators and believe that assessment at this early stage can only be meaningful when parents and school staff work together.
• Parents/carers are fully involved in the on-going assessment and tracking of their child’s development.
• Children learn and develop best in enabling environments when there is a strong partnership between practitioners and parents and carers.
• We value and respect all children and families equally. Enabling Environment
• Through playing and learning in the EYFS environment our children develop skills in problem-solving, decision making, creativity, reasoning and resilience.
• Our environment provides freedom, within safe limits and enables children to experience a variety of experiences and build on prior knowledge.
• We plan for children’s play with open ended resources that are carefully chosen to reflect children’s needs and interests, enabling highly creative, imaginative play.
• We believe that a consistent learning environment, where the same core provision is on offer in the same place at all times throughout the year, enables children to develop deeper levels of thinking as they plan, re-visit and consolidate their learning.
• Regular patterns of activities create routine and foster a safe and secure learning environment which builds self-confidence and leads to higher levels of wellbeing and involvement.
• Outdoor areas provide opportunities for creative and open-ended play with resources they can use in multiple ways to inspire, intrigue and challenge their learning.
• We provide long, uninterrupted blocks of time for children to play freely indoors and outdoors and our environments offer opportunities for spontaneous and planned learning which is supported by intuitive, reflective staff.
Intent
Children joining our school have already learnt a great deal. We recognise that each child is unique. To achieve the aims of our EYFS vision, we are committed to:
• Ensuring all our children receive their full legal entitlement to learning programmes and that no child is excluded or disadvantaged.
• Ensuring that, in addition to the skills and knowledge, which is required learning in each subject as detailed in the Early Years Outcomes, our curriculum is also planned to include explicit teaching and learning related to human values (e.g. respect, diversity, equality, tolerance, kindness) and responsible citizenship.
• Ensuring that high quality teaching in every aspect of the EYFS curriculum leads to excellence in pupil outcomes, in all aspects.
• Provide a secure and happy environment where adults can build a caring relationship with each child and their family.
• Build on what our children already know and do.
• Offer a structure for learning that has a range of starting points.
• Build the child’s self-confidence, promote independence and develop high self-esteem.
• Foster caring attitudes between children.
• Support the child as they progress, learn and develop.
• Ensure a smooth transition from home to Nursery, from Nursery into Reception and then leading into Key Stage 1.
• Establish good links with parents and carers and other childcare settings.
Implementation
• In the main, children enter our Nursery and Reception settings with age appropriate communication skills. Our children usually already have a wide range of life experiences and, as a result of this, their vocabulary is good. Our EYFS curriculum, therefore, focuses on embedding, and building on, this knowledge and teaching them the skills they need to be successful in their next stage of learning.
• In Nursery, there is a strong focus on the Prime Areas and Characteristics of Effective Learning. As a result, pupils leave our Nursery setting with well- developed play skills, self-confidence, awareness of the feelings of others and strong communication skills. They are curious and independent learners who are confident to select and direct their own learning.
• In Reception, the emphasis on developing the Prime Areas in continued with an additional emphasis on developing Literacy and Maths knowledge and skills. Pupils make accelerated progress in Literacy and Maths due to the strong foundations laid in Nursery in the areas of PSE, CLL and PD. They confidently make links in their learning, review what they have done and talk about ways to improve or change their work.
• Nursery and Reception follows a follow a book led approach, with the long term plan ensuring all 17 aspects of the EYFS curriculum are sufficiently covered. There is a strong focus on linking learning to children’s own experiences as well as events and festivals throughout the year. The texts are carefully chosen to reflect children’s needs as well enabling us to teach all areas of the curriculum over the year. We also ensure a balance between simple, repetitive stories they can retell as well as language rich texts along with non-fiction books, poems and rhymes.
• Work in all aspects is assessed using the online EExAT tracker and regular individual verbal feedback given. In Reception, some written work is done in books (more so towards the end of the year).
• Learning Journals (with photos and comments) are shared with the parents at the end of each half term.
• Our school provides a healthy budget, in addition to the class resource allocation, for the provision of high-quality resources for the EYFS. Class teachers use assessment to identify resource gaps and audit current provision to ensure resources are replaced as needed. This ensures that high quality resources are available for the children to maximise learning in all curriculum areas.
• Children in Reception receive weekly PSHCE lessons. Our PSHCE curriculum is delivered through high quality circle time sessions every Monday afternoon. All our teachers are trained in delivering high quality circle time sessions based on recommendations from national experts in this area.
Impact
• The EYFS lead undertakes regular monitoring of outcomes (through spending time in both settings, observing the role of the adult, the environment and monitoring of the EExAT tracker). Lesson observations linked to English, Maths and all other curriculum subjects take place each year by members of the leadership team.
• Class teachers in Nursery and Reception work together to ensure that progression and coverage in each curriculum subject is robust through the continued development of the long-term plans. These plans reflect the children’s interests and needs and feed into the expectations of the National Curriculum.
• Clear curriculum guidance in the areas of phonics and handwriting and skills progression documents ensure there is a clear progression in knowledge and skills through Nursery and Reception.
• There is a well-defined assessment processes which is used to track children’s progress in each area. We use the EExAt online tracker to support with this. It is a research-based document that breaks skills and knowledge into 6 monthly milestones. There are also exemplification materials to support our EYFS practioners with making accurate and consistent judgements and identifying next steps.
• Assessment is used to inform planning, make adaptations to the provision and guide interventions. It is also used to report progress to parents and to provide valuable feedback in each subject to individual children.
• Parents are aware of the progress their child is making and can comment and contribute to their development through the online Learning Journals.
• Pupils in our EYFS consistently achieve GLD above the local and national average.
Nursery Long Term Plan Autumn Term
On Entry/Baseline Assessment
Settling in 37-42 Months
Little Lumpty by Miko Imai
Owl Babies by Martin Waddell
Oliver’s Vegetables by Vivian French
Jolly Postman/ Jolly Christmas Postman by
Janet & Allan Ahlberg
PSE- Shows an awareness of the
feelings of others.
Can tolerate delay when needs are not
met immediately and accept that
wishes may not always be met.
Will willingly approach others to play
CLL- Listens and attends to a dialogue
in a small group of 3 or more children.
Able to shift attention to explore a
self-chosen line of enquiry.
Understanding – Responses show an
understanding of an experience or
event. Can describe an action or
experience in the present tense.
Speaking – Able to tell their own short
story or anecdote. Makes requests
when choosing resources and activities.
PD-Walks up steps using alternate
feet. Is able to use resources that
require twisting turning and rotating.
Attempts to dress self.
Literacy- Reading- Uses their own
illustrations or props to retell a story.
Engages in story talk when in role play
or small world play.
Writing- Engages in mark making in
their play.
Maths- Number – Makes comparisons
between different quantities. Can
count alongside actions in games,
rhymes and songs.
UTW- Talks about or responds to
events in their personal history or
present lives. Uses technologies to
share experiences with others.
EMM- Representations and responses
show understanding that different
media, music or materials will support
expressions of own ideas. Create new
‘worlds’, stories or scenarios.
PSE- Role-play and re-enacting
story of Little Lumpty, Discussion
about Little Lumpty’s feelings and
own feelings. Adapting behaviour
to changes in routine eg photos in
hall
CLL-Anticipate key phrases in
rhymes, eg Humpty Dumpty rhyme
Describe an experience and how it
makes you feel.
PD- Building walls for Little Lumpty
using a variety of construction
materials. Become aware of risks
and manage risks, with support,
when building. Using the bikes,
scooters, wheel barrows etc,
negotiating obstacles safely.
Putting on own coat and doing it up
independently.
Literacy-Using props to retell the
story or make up own story, using
‘story talk’. Engage in mark making
in play, drawing family.
Maths-Making ladders, using short
and long strips of paper, counting
rungs on ladder. Recognise numerals
in the environment.
Using positional language to
describe where Little Lumpty is, on,
in, under, (next to, behind)
Using coins to buy 5 currant buns.
UTW- Talking about family. Who
lives in your house? Talking about
significant events, eg birthday,
Halloween and answer questions
about themselves.
Using ipad to take photos of
friends and to look at activities.
EMM-Imaginative play in small
world, in the shop, home corner.
PSE- Choosing a friend to play with
and where to play with in the Nursery
setting.
CLL-Learning to retell the story,
anticipate key events and phrases in
the story and in rhymes. Telling your
own story/use story talk using
nocturnal animals.
PD- Making dens, nests and homes for
nocturnal animals (inside). Making
dens to play in outside.
Managing own basic hygiene needs,
toileting and hand washing, sometime
with support.
Literacy- Reading non-fiction books
about nocturnal animals. Mark making
shows variation in shape and form.
Making signs and label for the
environment, eg for the den ‘Quiet
Please!’, ‘Feed the birds in winter’.
Planning to make a model/animal
home/den and describe how they
carried it out to others. Turning
pages in a book carefully and looking
after books in the classroom.
Maths- Counting/action songs.
Reciting numbers to 10 eg fish song.
Count characters in the story and
label using numbers.
UTW-Discussing about looking after
woodland animals, putting food out in
the garden for birds in winter time,
caring for our immediate environment
(inside and out).Learning about
festivals and celebrations. Bonfire
night – firework safety. Diwali.
EMM- Using torches and lanterns and
describing how they work. Singing
nocturnal animal songs. Making clay
Divas. Mixing colours - orange, brown
PSE- Taking turns and accepting the
needs of others during independent play
and adult led activities.
CLL-Understanding simple questions
when handling vegetables ‘what is it?’
‘‘where’ does it grow? ‘how’ can you eat
them? Eg potatoes for chips,
Show understanding of an event eg
Halloween, Bonfire Night, giving a short
anecdote of the event.
PD- Reading books carefully, turning
pages appropriately. Using equipment
safely and managing risks, eg knife for
chopping.
Literacy- Discussing likes and dislikes of
vegetables and fruit. Listening to the
opinions of others in a small group.
Reading non-fiction books about
vegetables, fruit and healthy eating.
Engage in mark making in play eg make
shopping lists in green grocer’s shop
Maths- Acting out exchange of objects,
card money or goods in role-play, games
or rhymes. Using coins to buy fruit in
the shop. Making comparisons between
different quantities
UTW-. Looking for changes in the
outdoor classroom. Explore why things
happen in the natural world. Autumn –
leaves changing colour, falling from
trees, weather becoming colder
Understanding of different roles, eg
shopkeeper.
Respond to events in personal history,
Halloween, Bonfire Night
EMM- Using different media to express
ideas. Printing with veg/fruit. Role-
playing in green grocers shop.
Building songs.
PSE- Adapting behaviour to changes in routine.
Xmas concerts/singing; FC’s visit.
Role-play – starting to act out stories in a group
with friends, suggesting ideas. Initiate
interactions with peers.
CLL- Listening to others and stories in small
groups. Using key phrases when acting out
stories. Use story baskets to retell favourite
stories. Answer simple questions about
themselves, in relation to Christmas events
PD- Constructing models with a purpose in mind.
Becoming more dextrous using tools and
equipment. Making Christmas cards, calendars,
crackers.
Literacy- Writing messages, posting letters,
card, invitations. Becoming familiar with reading
and writing own name, using name cards to begin
to write letters from own name. Become aware
of print in the environment. Listening for
rhyming words in the story
Maths- Reciting numbers in order to 10.
Counting up to four objects. SMM Using and
naming shapes to make shape pictures and in
construction.
UTW- Observing seasonal changes -
Autumn/Winter Christmas story - Jolly
Christmas Postman. Learn about different
people performing different roles – postal
workers.
Learn about festivals and celebrations. –
Christmas. Respond to events in personal
history and present lives, eg in relation to
Christmas celebrations.
EMM-Use the ‘story stones’ and wooden
character to create stories. Use small world
figures to create new ‘worlds’. Building songs.
Taking part in dancing, action songs and
responding to music. Christmas concert.
Role-play in the Post Office.
Spring Term
Books from home
Children’s interests
Winter Wonderland
Stories We Love/Traditional
Tales
Growing/Spring - Jasper’s
Beanstalk by Nick Butterworth
Growing/Spring
Jim and the Beanstalk by Raymond
Briggs
Spring Festivals
Pancake Day
Mr Wolf’s Pancakes by Jan
Fearnley
Spring Festivals
Easter/Mothers’ Day
Dora’s Eggs by Julie Sykes
43-48 Months
PSE- Talking about
Christmas celebrations at
home in circle time and with
friends. ‘What did Santa
bring for you?’
CLL-Asking the children to
make ice at home and bring
it into nursery for an
experiment. Follow
instructions without visual
clues.
PD- Constructing models,
using a variety of materials
with a purpose in mind
Managing own basic hygiene
needs.
Literacy- Listening for
rhyming words in stories and
songs. Making up their own
rhymes
Introducing initial letter
sounds (RML, Jolly Phonic)
through sound games, songs
and listening activities
Maths- Look at numbers in
the environment. How old
are you? Can you find ‘your
number’? Play counting
games
UTW-. Investigation -Why
things happen? Making and
melting ice.
EMM- Singing winter songs,
Icy toes, 5 Little Snowmen.
Exploring the sounds of
instruments and using them
to make ‘wintry’ music
PSE- Role-play – using costumes
and props to act out the stories
in a group with friends and
suggesting ideas, eg Goldilocks,
Little Red Riding Hood. Initiating
interactions with peers.
CLL- Listening to others and
stories in small groups. Using key
phrases when acting out stories.
Using story baskets to retell
favourite stories
PD- Constructing models, using a
variety of materials and with a
purpose in mind. Becoming more
dextrous using tools and
equipment.
Literacy- Writing a message
from Goldilocks to the three
bears. Writing cards and letters
to different story characters of
their choice. Using name cards to
begin to write letters from own
name. Becoming aware of print in
the environment, modelling of
reading signs
Maths- Counting characters in
the story and label using
numbers. Using everyday
vocabulary to describe the size
of the bears; weigh porridge
oats, baking ingredients. Making
porridge
UTW- Observing seasonal
changes and using technology to
find out about the world around
them, eg looking at the weather
forecast on IWB. Programming a
‘beebot’ to find its way to the
bears’ cottage.
EMM-Use the ‘story stones’ and
wooden character to create
stories. Use small world figures
to create new ‘worlds’.
PSE- Building up tolerance,
resilience and patience. Adapting
behaviour to changes in routine,
class photo
CLL-Listening to the story and
sequencing the events.
Following instructions how to plant
and care for beans. Describing
how they planted and are caring
for their bean. Speaking – Using
past, present future tense in
relation to plants growing. How
has it changed? What will happen
if…..?
PD- Digging, planting using
gardening tools appropriately and
safely
Literacy- Labelling parts of a
plant. Listening to initial letter
sounds. Beginning to understand
that print carries meaning, looking
at labels relating to plants, stem,
flower, roots.
Maths- SMM Talk about time in
relation to events, daily routine,
growing plants. Plant beans and
measure their size as they grow.
Using comparative language for
how tall they have grown
UTW-. Observe beans growing and
discuss their changes. Describing
how and why their bean has
changed.
EMM- Using resources and
materials in a different or unusual
way, eg using different textures
of fabric
Using CD player to listen to music,
compose own dances
PSE- Developing empathy for our peers
and for characters in stories. Beginning
to understand the feelings of others.
How is the giant feeling? Why? How is
Jim’s mother feeling when he sells the
cow? Why?
CLL-Anticipating key events and phrases
in the story. Compare this story to Jack
and the Beanstalk. Talk about past and
future. Read different versions of
traditional tales eg Mr Nosey and the
Beanstalk, The Three Little Pigs and the
Big Bad Wolf
PD- Using cross lateral movement to
move forward and negotiate space,
moving through tunnels or when on a
scooter or bike.
Literacy- Beginning to hear rhyming
words, in Nursery rhymes, songs and
poems.
Continuing initial letter sound games,
songs and listening activities
Maths- Using everyday vocabulary to
measure. Drawing round peers.
Measuring using hands, feet, tape
measures, rulers. Talk about size in
relation to the giant.
UTW-. Looking for changes in the
outdoor classroom
Show care and concern for living things
and the environment.
EMM- Mixing colours eg to make green
Using handprints to make leaves for
plants
Singing Spring/growing songs, eg 5 little
flowers, 5 eggs, Mrs Hen
PSE- Developing empathy for our
peers and for characters in
stories. Beginning to understand
the feelings of others. Why did
the wolf behave the way he did?
CLL-Recognise and write some
letters from their own name,
with the help of a name card, or
adult support, as required
Recognise environmental print
and signs eg shops, recipes in the
playdough area, labels around the
classroom
PD- Reading books carefully,
turning pages appropriately,
especially stories brought from
home by peers. Sharing books
with others
Literacy- Becoming aware of
print in books. Write out own
recipes, using graphic
representation to record number
of items, (maths link)
Using recipe cards in the
playdough area to read and make
items.
Maths- Using everyday
vocabulary when following
pancake recipe, eg to describe
weight, how much flour? Look for
numbers on the weighing scales
Count how many eggs.
UTW-. Looking for changes when
making pancakes
Continue to show care and
concern for living things and the
environment.
EMM- Using CD player to listen
to music. Listen to musical story
of Peter and the Wolf and move
in character to the music
PSE- Mother’s Day. What
is special about your
mummy? How does your
mummy look after you?
Why do you love your
mummy? How will you
celebrate Mothers’ Day?
CLL-Speaking- make plans
about how you will do
something special for your
mummy on MD. Describe
to your friends/teachers.
PD- Being aware of safety
in the outdoor classroom
and manage risks, eg
moving equipment, with
support
Literacy- Writing
messages eg to mummy in
MD card, to family in
Easter card, request to
Easter Bunny.
Maths- Counting with 1:1
correspondence a set of up
to 10 eggs into nests.
Recognising numerals of
personal significance and
numerals in the
environment.
UTW-. Continuing to
observe seasonal changes
and using technology to
find out about the world
around them Learning
about festivals and
celebrations. – Mothers’
Day/Easter
EMM- Using resources and
materials in a different or
unusual way. Making a
Mothers’ Day picture
Making Easter cards and
baskets. Easter songs
Summer Term Elmer by David McKee
Tiger who came to tea by Judith Kerr
Mad about Minibeasts (poems) by Giles
Andreae
The Rainbow Fish by Marcus Pfister
49-54 Months
PSE- Discussing how we are similar and
different to others and celebrating our
differences.
Confidently making choices, with resources,
asking for help, as required.
CLL-Listening games, circle time, turn taking.
Listening to opinions of others in small groups.
Understanding ‘who’ ‘what’ ‘where’ questions
PD-Managing own basic hygiene needs.
Moving with confidence in a range of ways in
the outdoor classroom, over, under, and
through climbing equipment. Using one
handed equipment with control, eg scissors,
Literacy- Listening for and playing with
alliteration in words. Engaging in emergent
writing in play and ascribing meaning to marks
eg invitations to Elmer day celebrations
Continuing to play initial letter sound games,
songs and listening activities
Maths- Using comparative language size.
Biggest, smallest, shortest, longest animals
SSM – Using everyday language to describe
patterns in nature and the environment.
UTW-. Looking for patterns in the outdoor
classroom. Making rubbings of bricks, wood
Discuss changes in the weather. What do you
need to wear when the weather gets hotter?
Using technologies to enhance, change or
recreate a learning experience.
EMM-Dance Carnival of the Animals, Peter
and the wolf. Using music inside and out to
make up own dances and movements
PSE- Taking turns, accepting needs of others and
being aware of consequences of their actions.
Sophie’s family being kind to tiger. Was he kind in
return? Kindness board in the classroom. (helping
peers). Discussing how to build good relationships.
CLL-Listening to story and being able to retell it.
Listening to opinions of others, why do you think the
tiger behaved how he did? How do you think the
family felt? Sophie? Mummy? Daddy?
PD- Managing own basic hygiene needs.
Moving with confidence in a range of ways in the
outdoor classroom, over, under, and through climbing
equipment. Using one handed equipment with control
eg hole punch
Literacy- Recognising familiar signs and labels eg
supermarket signs, restaurant signs. Read and
scribe own name eg on book bag, pictures. .
Engaging in emergent writing in play and ascribing
meaning to marks eg taking orders in the café,
writing a letter to the tiger
Maths- Finding totals by counting and combining
groups of objects. How many items did the tiger
eat? How many items of fruit & veg? Cakes &
biscuits? How many customers in the café? Are
there enough tables and chairs?
UTW-. Looking at patterns on animals. Using
stencils to make rubbings of animals.
Using technologies to enhance, change or recreate a
learning experience. Making shadow puppets on
whiteboard.
EMM- Role-play – café, acting out story.
Playing co-operatively as part of a group to develop
and act out the story. Do the family take the tiger
with them to the café? Can they teach him some
manners?
PSE- Taking turns, accepting needs of others and
being aware of consequences of their actions. Being
kind to animals/mini beasts/all living creatures. ‘Hurt
no living thing’ poem. Kindness board (nominating
others, caring for environment)
CLL-Understanding ‘how’ and ‘why’ questions. How can
we look after our environment? Why?
Asking questions about past events. Asking peers
where did you go on holiday? What did you do for
your birthday? Do you remember coming to my house
(home visit)?
PD- Managing own basic hygiene needs.
Moving with confidence in a range of ways in the
outdoor classroom, over, under, and through climbing
equipment. Using one handed equipment with control,
eg stampers, tape dispenser,
Literacy- Understanding of ‘how’ and ‘why’ questions
Listening to and learning rhymes about mini beasts.
Playing with rhyme and alliteration. . Engaging in
emergent writing in play and ascribing meaning to
marks. Continuing to play initial letter sound games,
songs and listening activities
Maths- -- Counting with 1:1 correspondence a set of
up to 10 mini beasts Finding totals by counting and
combining groups of objects eg mini beats that fly and
those that crawl. Counting parts of mini beast eg leg,
wings, feelers. Playing the beetle game, Incy Wincy
Spider, Snail game
UTW-. Sorting mini beasts, looking at their
similarities and difference, eg ones that fly, crawl,
number of legs, etc. Use the internet to find out
about individual mini beasts
EMM- Making musical instruments – using simple tools
and techniques competently and appropriately.
PSE- Talking about the importance of friendship and
sharing. What made the Rainbow Fish feel happy?
Helping others if they are in difficulty. Discussing
how to build and consolidate good relationships.
Looking back on our year in Nursery. What have you
enjoyed most? Who have you liked to play with?
What are you looking forward to in Reception?
CLL-Asking questions about future events. When
am I ……? When will it be time for …….? Where will
I go in September? Retelling the story and acting it
out using props in the story basket.
PD- Managing own basic hygiene needs.
Moving with confidence in a range of ways in the
outdoor classroom, over, under, and through climbing
equipment. Using one handed equipment with control
eg pens, stapler
Literacy- Using future tense to discuss transition
into YR. Engaging in emergent writing in play and
ascribing meaning to marks eg letter/invitation to a
friend to come to play
Maths-- Counting with 1:1 correspondence a set of
up to 10 scales onto rainbow fish. Find total number
of scales, total number of different sea creatures in
net. Fishing game (outdoor) how many fish can you
catch? What numerals are they?
SSM – Using everyday language to describe patterns
in nature – scales, colours on fish and other sea
creatures
UTW-.Discussion about different habitats, seaside
and environmental changes
Using technologies to enhance, change or recreate a
learning experience. Sensory bricks, lights, music, to
create an underwater world
EMM- Making musical instruments – using simple
tools and techniques competently and appropriately.
Using our instruments to accompany songs
Seaside songs, ‘What’s that bobbing in the sea?’
Reception Long Term Plan Autumn Term
On Entry/Baseline Assessment
The Naughty Bus by Jan and Jerry Oke
Room on the broom by Julia Donaldson
The Gruffalo and The Guffalo’s Child by Julia
Donaldson
PSE- Selects and uses own resources, asks for help
and is confident to interact with others. Is able to
take turns, accepts the needs of others and is
aware of the consequences of their actions. Has a
good relationship with peers and familiar adults.
CLL- Listens to the opinion of others when in a
small group. Is able to retell simple stories.
Understands simple ‘who’, ‘what’ and ‘where’
questions. Understands ‘how’ and ‘why’ questions.
Uses past, present and future tenses appropriately
in speech. Asks questions about events that have
happened or are to happen in the future.
PD- Moves with confidence in a range of ways,
negotiating space and is able to use one handed
equipment with control. Is dry and clean during the
day and manages own basic hygiene
Literacy- Recognises familiar signs and labels, and
their own name. Hears and says initial sounds in
words. Uses groups of letters or letter-like shapes
when writing. Ascribes meaning to marks they
make.
Maths- Counts with 1:1 correspondence a set of up
to 5 objects and recognises some numerals of
personal significance. Finds totals by counting and
combines groups of objects. Uses everyday
language to describe patterns in nature or urban
environments. Uses comparative language to
describe and compare measures (size, weight,
capacity and time).
UTW- Knows about festivals and celebrations that
are marked within their own culture. Looks closely
at similarities, differences, patterns and change in
own environment and that of others. Uses
technologies to enhance, change or recreate within
a learning experience.
EMM- Uses simple tools and techniques
competently and appropriately to create something
new. Plays cooperatively as part of a group to
develop and act out a narrative.
PSE- Role-play bus and vehicle play, taking
turns and negotiating with peers. Discussion
about ‘Naughty’ and our school rules.
CLL-Describing a bus journey. Listening and
following instructions in bus stop play.
Vehicle sorting and describing. Describe
different textures (hidden bus)
PD- Making vehicle tracks. Using the bikes
safely. Riding a bike and negotiating
obstacles. Road safety. Gross motor songs
and activities. Doing up coats independently.
Brush Bus song (cleaning teeth)
Literacy- Labelling people on a bus. Reading
signs and labels. Find the hidden bus from
reading clues. Non-fiction books about
vehicles. Identify initial sounds.
Maths-Counting people on a bus, composition
and subitising. Using comparative, time and
ordinal language. 1 more and 1 less on the
bus.
UTW- Talking about family journeys. Jobs
that people do linked to vehicles
(firefighter, bus driver, train driver).
Programming a ‘beebot’ to move around a
track.
EMM-Imaginative ‘bus stop’ play in small
world and outside. Explore different
textures (hidden bus)
PSE- Discussion about helping people. Making a
‘happy spell’. Who would you want to help and
why? Do you think the witch is always happy to
help? Do people always behave the same way?
CLL-Learn to retell the story by heart. Explore
‘how’ and ‘why’ questions related to the story.
Prepositions linked to the story. Explore the
meaning of new vocab in language rich stories
and speak in longer sentences with connectives
and detail.
PD- Using syringes and pipet to mix potions and
spells. Broomstick painting. Pincer activities with
small objects in a cauldron. Act out witches’
journey, discuss the effect exercise has on our
bodies. Move in different ways around obstacles.
Literacy- Writing a spell. Sequence the story.
Read stories about witches. Draw a broomstick
and label. Blend and segment CVC words. Writing
lists.
Maths- Sorting and counting objects in the
cauldron (identical and non-identical) Find 1 more
and 1 less to 5. Drawing amounts and writing
numbers. Compare size and shapes. Explore
capacity of cauldrons and potion bottles. Draw a
map of the witch’s journey and use language of
time to describe .Timing witch/wizard flights
UTW- Discussion about the animals in the story,
find similarities and differences. Bonfire night
and Diwali.
EMM-Role-play making potions. Witch role-play.
Imaginative play with characters from the story.
Invent, and draw (and make) your own
broomstick. How could you make it even better?
Can you make model of your broomstick? What
have you changed?
PSE- Woodland animal play, listening to others,
negotiating, taking turns, building on the ideas of
others. Discussion about ‘Being brave’ and ‘Trying
new things’
CLL- Woodland animal play, linking to own
experiences. Discussion about who the footprints
might belong to? Children explain and justify their
reasoning.
PD- Moving like different animals.
Drawing/painting animal footprints.
Literacy- Oral retell of the story. Innovate the
story. Learn the Gruffalo rap’. Continuing a
rhyming string. Read and respond to the story
(literal and non-literal). Writing labels and
captions. Writing a Christmas wish list.
Maths- Measure and compare the length of
different footprints. Estimating and counting
linked to the story. Add and subtract to 5 with
woodland objects.
UTW- Woodland animal play, linking to own
experiences. Learn about the seasons of the year.
Find out about nocturnal animals and describe and
compare different animal habitats. Autumn and
Winter. Christmas story. Video/Photos of story
retell/play.
EMM-Woodland animal play, making up own
stories. Leaf painting and printing. Imaginative
play with characters from the story. Chalk
drawings.
Spring Term
The Stickman by Julia Donaldson
The Pirate Cruncher by Johnny Duddle
The Ugly Duckling Jack and the Beanstalk Traditional Tale
(range of versions)
The Three Little Pigs
PSE- Discussion about peace and
peaceful places. Mindfulness,
reflecting on own feelings and
emotions. Role-play retelling and
innovating the story.
CLL-Talking about their stick
buildings. Discussing differences and
similarities between different places
Stickman visits. Describing a
journey. Learn the ‘Stickman rap’
PD- Playing with, and collecting,
sticks safely.
Literacy- Reading words and
sentences and matching to pictures.
Drawing pictures and writing
captions. Rhyming strings.
Maths- Using comparative and shape
language when describing the stick
buildings they have made. Use the
language of addition and subtraction
when making up stickman number
stories. Different ways of making 5
(number bonds)
UTW- Trees (living things). Name
different parts of a tree. Talk about
our own. special toys.
EMM- Making a stickman from
foraged sticks. Imaginative play with
‘stickmen’
PSE- Discussion about honesty, related to
Pirates. Pirate role-play. What does it mean
to be truthful? How does it feel if
something you care about is taken or
broken?
CLL-Explaining their treasure maps, use
the language of time. Follow verbal
instructions to complete a treasure hunt.
Hide ‘treasure’ and give verbal clues for
others to follow.
PD- Pirate role-play outside, make pirate
ships and ‘walk the plank’.
Literacy- Reading ‘clues’ to identify sender
of a letter and finding the treasure on a
map. Drawing and labelling a treasure map.
Non-fiction books and internet research.
Features of a non-fiction text. Writing a
passport (sentences)
Maths- Pirate treasure counting,
comparing, addition and subtraction. Pirate
problems to solve. Counting pirates and
objects to 10. Drawing pirate maps and
routes (positional language)
UTW- Looking at common features of
treasure maps and islands around the
world. Design and make a waterproof boat.
Learn about similarities and differences
between different places in the world.
Learn how to use a mouse.
EMM-Design and make a waterproof boat.
Review and adapt their work. Design your
own flag.
PSE-Read ‘The Ugly Duckling’. Why were
the ducklings mean to him? Is it ok to be
different? Read ‘Little Red Hen’. Why
didn’t the other animals help the hen? Why
is it good to help people?
CLL- Use our senses to explore different
eggs and talk about what we can see, touch,
smell, hear and taste. Making observations
and discussing what has changed.
PD- Make pancakes. Explore how to cook
safely and hygienically.
Literacy- Explore features of diaries.
Write a daily duckling diary. Write a non-
fiction report about Ducklings (repetitive
sentences)
Maths- Days of the week and language of
time related to diary. Compare the size and
weight of eggs. Counting eggs on a 10
frame. Counting/number recognition to 20.
UTW- Compare eggs from different
animals. Discuss how to care for animals.
Watch a video of a chick hatching. Animal
life cycle. Video and photograph the
ducklings to show how they change.
EMM- Egg patterns, painting hard boiled
eggs.
PSE- Stranger discussion linked to story.
Discuss how Jack felt at different points
of the story. Was is ok for Jack to steal?
What happens if you steal from people?
CLL- Oral retell. Innovating the story
(oral). Creating their own version of the
story (oral). Answer how and why questions.
PD- Focus on climbing (climbing wall, large
equipment in the hall). Discussion about
fruit and vegetables.
Literacy- Writing a retell of the story. Use
story language and different sentence
starters. Read and respond to the story
(literal and no-literal)
Maths- Use shapes to create a castle. Bean
maths, sort, count, compare, subitise,
estimate amounts. Solve bean problems.2D
shapes linked to castles. Counting beans on
a 10 frame and using whole part model. 1
more and 1 less to 20.
UTW- Plant beans and learn about the life
cycle of a plant. Grow beans in different
conditions. Signs of Spring. It is ok to like
different things, ‘respect’.
EMM- Make up songs and rhymes about
Jack. Add music and sounds to the songs.
Growing songs. Leaf printing. Collage with
beans and other objects.
PSE- Mother’s Day. What is
special about our Mums? How do
our Mums look after us? What
kind thing could we do to show
our Mums how much we love
them? Who lives in your house?
Draw a picture of their family.
CLL- How would trick the wolf?
Can you think of a different
ending to the story. Explore
other traditional tales that have
more than one ending. Which
ending do you like best, why?
Explain how they built a house
and why they chose those
materials. Oral retell
PD- Build a house with large
equipment outside for the Three
Little Pigs.
Literacy- Wanted Poster. Draw
and label a house. Speech bubbles
from the story (question and
exclamation marks, sentences)
Maths- Recording investigation
results on a table. My building
design on graph paper. 3D shape
printing linked to houses.
UTW- Plan and carry out an
investigation to find out which
material is the best to build a
house with. Easter story.
EMM-Use small world resources
and construction resources to
build a strong house. Design their
own house. Imaginative role-play
with masks from the story.
Summer Term
The Very Hungry Caterpillar
(Caterpillars) by Eric Carle
Spider Sandwiches by Sue Hendra
Supertato by Sue Hendra
The Lighthouse Keeper’s Lunch by Ronda
and David Armitage
PSE- Why do we need to care for living
things? What happens if we don’t? How does
it feel when people care for us?
CLL- Listen to clues about our special visitors,
what do you think they are? Why? How will
you know if you are right?. Oral retell. What
do we already know about caterpillars? What
do we want to find out? Making predictions
and observations about the caterpillars.
PD- Moving like caterpillars and butterflies.
Making caterpillars from clay.
Literacy- Diary entries. Labelling a lifecycle.
Writing minibeast stories. Retelling the story
(writing). Writing facts about caterpillars.
Spelling polysyllabic words, using descriptive
detail.
Maths- Doubling, halving and sharing with
butterflies and ladybirds. Symmetrical
patterns. Order numbers to 20.
UTW- Caring for caterpillars. Internet
research about caterpillars. Match animals to
their habitats. Explore minibeasts-
similarities and differences.
EMM-Butterfly and caterpillar patterns using
a range of media.
PSE- Discussion about holy and safe spaces. Look at
photos of different places of worship and discuss.
CLL- Listen to, and following, instructions to make a
sandwich. Make observations of minibeasts in the
outside environment.
PD- Make a healthy sandwich. What does healthy
mean? Safe use of knives. Make spider webs from
string.
Literacy- Reading recipes, Writing recipes
Non-fiction writing about mini beasts
Writing minibeast stories. Making own books. Using
the conjunction ‘and’ to join sentences. Using taught
vowel phonemes and tricky words in writing.
Maths- Make a tally sheet to count bugs. Minibeast
sorting, comparing, counting, addition and
subtraction. Adding by counting on and subtracting
by counting back. Estimate amounts of minibeasts
(different sizes). Exploring and making minibeast
patterns.
UTW- It is ok to like different things, ‘respect’.
Discuss phobias and likes and dislikes. Minibeast
hunt and investigation.
EMM- Making minibeasts with collage materials. How
could you wash incy out of the guttering?
PSE- How do you think the vegetables feeling in the
story? Why? Do you think the Evil Pea is a bully?
Why? What is bullying? Do you think the vegetables
should be kind to the Evil Pea even though he wasn’t
kind to them?
CLL- Describe where you found an ‘Evil Pea’. How could
we free the Evil Pea? Will that idea work? How can
we find out? What else could we try? Listen, and
respond, to audio of other stories in the series.
PD- Planning and completing an obstacle course to
show ‘Super strength’.
Literacy- Red letter from the Evil Pea. Reading secret
messages. Speech bubbles. Labels and captions about
where the Evil Pea is. Reading sentences. Writing a
retell. Secret mission writing. Expanding vocabulary
e.g. words for fast, strong, brave and using them in
their writing. Writing their own stories with narrative
features (exceeding children)
Maths- Counting in 2’s, 5’s and 10’s. Solve problems
and make up number stories. Weigh and compare
vegetables. Length of vegetables. Time obstacle
course. Odds and evens
UTW- Watch a video exert from the story and then
make a video of the first part of the story. Father’s
Day. How do the men in our lives help us?
EMM- Make your own ‘Super veggie’. Super hero role
play and songs. Use a range of one handed tools to
free the evil pea. Build a trap for the Evil Pea.
PSE- How can we stay safe at the seaside?
Preparing for the move to Year 1. Reflecting on our
year in Reception. Encourage resilience in activities.
Solve problems in play.
CLL- Planning and talking about journeys. How could
we make a pulley? What do we need? Why didn’t
that work? What should we try next? What would
you have in your picnic basket and why? Encourage
the use of detail and descriptive language. Listen,
and respond, to audio of other stories in the series.
PD- Operating the pulley.
Literacy- Reading postcards. Writing postcards.
Writing a shopping list. Writing picnic invitations.
Making own books. Sentences with a capital letter,
finger spaces and full stops. Focus on cursive script
and correct size and orientation of letters.
Maths- Use positional and time language to describe
journeys. Use language of time to talk about past
family events. Compare capacity of buckets. Shells
problem solving (odd and even, doubling, halving,
sharing)
UTW- Discussion about Summer. Where have you
been on holiday? Compare geographical features.
Design a simple’ beebot’ program and describe the
journey using positional language. How can we look
after the beach to keep it safe and clean for
everyone to use? Can we do the same where we live?
Children take photos/videos of something they have
enjoyed in Reception and record audio to go
alongside.
EMM- Design and make a pulley system to move the
Lighthouse Keeper’s lunch across the playground.
Design your own lunch.
Children take photos/videos of something they have
enjoyed in Reception and record audio to go
alongside.
Skills Progression Please see separate planning documents.
Provision • ‘Provision’ is the term used to describe all aspects of a child’s early learning, care and development in EYFS. It includes the
environment, the role of the adult and direct teaching.
• Provision in Nursery and Reception is carefully planned to meet the needs of all children.
• The long term plans ensure that all aspects of the EYFS Curriculum are taught, at the relevant age stage, and children have sufficient opportunities to develop, and build on, key skills.
• ‘Continuous Provision’ are the resources children access independently in their play. These resources are carefully chosen to match the typical skill and knowledge level of children of that stage/age of development. They enable the children to develop in all areas of the EYFS curriculum. These resources stay the same all year so the children can plan their play and build on previous learning. There is a clear progression between the resources provided in Nursery and those in Reception, as resources are matched to the skill and knowledge level of the children in each setting.
• Resources are regularly reviewed in terms of their effectiveness, relevance and safety. The children are taught how to tidy and look after the resources and there are systems in place to support with putting them away correctly.
• The resources in the provision are as open ended as possible, allowing for children to utilise them in a multitude of ways and a range of contexts.
• Children choose and access their own resources in ‘Continuous Provision’ or ask adults for help if needed. This enables them to plan and control their own learning.
• All resources need to ‘earn their place’ and all practioners are able to explain their purpose and the skills and knowledge they will develop for children in their setting.
• ‘Enhanced Provision’ are the resources that are added to the existing provision for a short period of time. This may be to reflect a focus story or topic, in response to a child’s interest or experience, or as a result of gaps identified from assessment as being an area for development. This may also be an adult led focused activity, or an adult playing in a certain area of provision to model or scaffold a particular skill.
• Adult led focused activities are ‘showcased’ or ‘modelled’ to the children at the start of a play session and they are invited to join in if they wish. This approach reinforces our belief that children should be able to plan for, and enjoy, long periods of uninterrupted play. These activities are tightly focused and may be targeted towards certain children, it is not expected that all children will complete every focused activity. Adults are skilled at planning activities that have a clear learning objective as well as motivating and engaging children, whatever their interests, and ensure all pupils receive the appropriate direct teaching.
• Whole class direct teaching sessions also take place where early Literacy and Maths skills are explicitly taught.
Assessment in EYFS • We use the online system EExAT to record observations, track progress and create Learning Journals
for parents.
• The assessment for the EExAT system is based on a child’s chronological age. As all Reception pupils are expected to reach the same outcomes at the end of the year, regardless of their chronological age, we also have an additional assessment system that we have devised to run alongside. This enables us to identify which children are ‘on track’ to achieve GLD at the end of the year.
• Adults focus on spending time with the children in the setting, to enable them to support children with consolidating and developing knowledge and skills, rather than making observations.
• Our EYFS practioners are highly skilled and are able to make a judgement about a child’s attainment from their own knowledge and the exemplification from EExAT.
• Children are assessed ‘On entry’ within 30 days of joining our setting. We work closely with previous settings to ensure our ‘on entry’ assessment is accurate and to ensure each child’s needs are met. We also invite parents to contribute to this ‘On Entry’ Assessment.
• There are 3 additional ‘Assessment windows’. They are the end of December, the end of April and the end of July.
• Class teachers analyse the data from ‘On Entry’ and the ‘Assessment Windows’ to identify strengths, areas for development and changes needed to the provision or teaching focus. They also use this information to plan interventions and identify any pupils with SEND. This analysis is moderated between the Nursery and Reception team and passed on to the relevant members of the leadership team.
• Practioners have systems in place to ensure all children have sufficient observations and evidence on the online assessment system. Class teachers are responsible to making judgements on the tracker between them, this ensures consistency and accuracy.
• Assessment outcomes are moderated between both settings, at the end of each assessment window, as well as within the Quad, Cluster and wider Calderdale moderation group. The head teacher also moderates EYFSP data. All of these procedures ensure assessment outcomes are robust and correct.
SEND and vulnerable groups
• The Nursery and Reception setting work closely together to identify, and support, pupils with SEND in our school. As part of our EYFS team meetings, these pupils are discussed, and next steps identified.
• Our termly assessment analysis identifies any pupils who would benefit from a targeted intervention or who may have SEND needs.
• Adaptations are made to support these pupils in the setting e.g. working together with parents, discussions with previous settings, individual visual timetable, choose board, particular place on the carpet, SULP group, Let’s Talk group, support to develop play skills.
• Progress of all pupils is regularly discussed within each Nursery and Reception team and adaptations made to provision, the environment or our teaching approach are put into place.
• PLP and Intervention targets are tightly focused to the area of need, have a short timescale and are reviewed regularly with parents/carers. They are planned and resourced by the class teacher and then fully explained to whoever is leading them. The class teacher is responsible for monitoring progress and making adaptions accordingly.
• Progress of pupils with SEND is recorded on their PLP. If a pupil makes limited progress towards their PLP targets, this is discussed with parents and additional support from outside agencies may be sought.
• Progress of vulnerable pupils is recorded on their intervention plan. If a pupil makes limited progress, this is discussed with parents and the SENCO.
• All practioners are aware of the Pupil Premium pupils in their setting, and they work together with the Pupil Premium team and parents/carers to ensure their needs are met and they make the best possible progress.
Marking and feedback • Children are given verbal feedback about their work throughout the school day. They are also
encouraged to comment on the work of others and look for similarities and differences.
• As the children move through the EYFS they are encouraged to make links, reflect on their work and talk about how they can improve it.
• ‘Work’ of all types is given equal praise and recognition in EYFS (practical and recorded).
• In Reception, the children complete an assessed piece of independent writing each month. They are given a writing target that is shared with them. Reading, Number and Shape Space and Measure targets are also identified at regular intervals and shared with the children.
• Time is given, in Nursery and Reception, at the end of each half day session for the children to ‘show and tell’ their work from the session. Photos uploaded to EExAT are used to support with this.
