The Early Years Foundation Stage Curriculum

The Early Years foundation stage curriculum was introduced by the government in September 2008 (revised in 2012) and is designed to support children from birth to 5 years.


Within the group, all children are supported in developing their potential at their own pace.  Our system enables us to ensure a planned curriculum tailored to the needs of each individual child.  By means of developmentally appropriate play based activities.  We offer a curriculum, which leads to nationally approved learning outcomes and prepares children to progress with confidence to the National Curriculum at the age of five years.






Within a nurturing environment, children are individually supported in developing confidence, independence and self-respect.  They are encouraged to work and concentrate independently and also to take part in the life of the group, sharing and co-operating with other children and adults.  Through activities, conversation and practical example, they develop acceptable ways to express their own feelings and to have respect for the feelings of others.  All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property.



A range of equipment and opportunities, both indoors and out of doors, allows children to develop confidence and enjoyment in the use and development of their own bodily skills.  A high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing.  At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils, and to handle small objects with increasing control and precision.


In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening and by hearing and responding to stories, songs and rhymes. They will be supported in learning how to verbalise their wants, needs, interests and opinions,  through appropriate modelling of behaviour.






 Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols for themselves.  A well-stocked book corner gives every child the opportunity and encouragement to become familiar with books, able to handle them and aware of their uses, both for reference and as a source of stories and pictures. The pre-school also follows phase 1 of the Letters and Sounds teaching programme.


By means of adult-supported practical experience, children become familiar with sorting, matching, sequencing and counting activities, which form the basis for early mathematics.  As they develop mathematical understanding to solve practical problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding.



A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials.  They learn to observe the features of objects and substances, recognising their environment, both within the group and also in the wider community.  A range of safe and well-maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and solve problems.



Children are encouraged to use a wide range of resources in order to express their own ideas and feeling and to construct their individual response to experience in two and three dimensions.  Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open-ended exploration of colour, shape and texture and the development of skills in painting, drawing and collage.  Children join in with and respond to music and stories, and there are many opportunities for imaginative role-play, both individually and as part of a group.