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EYFS Curriculum

Our educational offer for all EYFS children is:

  • supported through Explicit teaching to introduce children to new knowledge.
  • enhanced by skilful adult interaction
  • supported by Curriculum planning that places an emphasis on communication and language
  • We believe that practice makes permanent and plan for regular repetition and retrieval to ensure learning is embedded in long-term memory
  • We ensure a strong, foundational knowledge for Maths, Reading, Writing, Speaking and Listening is in place and recognise that a secure knowledge of language underpins progression.
  • A sequential approach to the curriculum with a long-term approach to learning over time
  • An explicit instruction approach to teaching and learning which is implemented consistently and reflectively through an ‘ I do, we do, you do’ approach. This ensures that children are clear what they need to do; have been shown how to do it; have appropriate scaffolds when needed and receive effective feedback to keep on track
  • Regular, reflective, purposeful use of assessment for learning to ensure that teaching is effective so that children are successful
  • All children actively engaging throughout the learning journey
  • A proactive and positive approach to behaviour management
  • Well-planned and strategically implemented high-quality instruction to ensure children 'keep up'.


Writing in EYFS at our Federation

Within our daily Phonics lesson the children will be transcribing the word, phrase or sentence provided within the ULS daily planning.

Further writing within class Literacy time, should then include the transcriptional writing of words, phrases or sentences that include words using the phonemes and graphemes from the previous week.

Children are not asked to transcribe or segment and blend words which include GPCs that have not yet been taught directly to them.

The expectation each week is that children will have written phrases/sentences (every other day) in line with their ULS Phonics stage and during their Phonics lesson.

In addition to this, children participate in 2-3 adult led writing sessions per week (in addition to their phonics writing). This could include writing labels, writing a list, writing phrases, writing a sentence or writing several sentences. The outcome will vary depending on the time of year and the child’s developmental stage. When a sentence is given to the children orally by the adult, the children are expected to independently segment the sounds and then write these. The children should be encouraged to use a word mat and their phoneme fingers to support them. They should be applying their phase 2 and 3 common exception words. Children will only be given phonically decodable sentences to transcribe.


Phonics in EYFS at our Federation

Phonics lessons take place daily from 9am until 9.25am. They are taught as a whole class. We follow the ULS Progression document. Children are not asked to segment and blend words which include GPCs that have not yet been taught directly.

All children are provided with frequent opportunities throughout the day to blend phonemes. Class teachers and support staff segment words and instructions when children line up, within their choosing activities, when tidying the classroom etc. with every opportunity taken to support children in this vital skill.


Reading in EYFS at our Federation

Children read daily within their Phonics lesson. All children read 1:1 once a week to an adult within school. All children take part in comprehension lessons during their Super Six reading time. All children take part in a guided reading fluency lesson once each week when they are developmentally ready and can segment and blend the words in the first set of Guided Reading books.


Maths in EYFS at our Federation

Maths is taught daily. There is a whole class input session lasting approximately 15 minutes. The teacher will then carry out an adult-led activity. This will likely be in groups of three children. Once the activity is complete the teacher will then support the enhanced provision.

Sometimes there will be no adult-led task as the teacher will focus on the enhanced provision and will extend learning or target key gaps in learning through play. These tasks, both adult-led and enhanced provision, will be recorded on the weekly planning sheets. The weekly planning sheet will make it clear what the focus for the lesson is.