EYFS

Introduction

The ‘Statutory framework for the Early Years Foundation Stage’ (EYFS, Sept 2023) sets out the education and care standards that all early years providers must meet to ensure that children, from birth to five, learn and develop well and are kept healthy and safe. This applies equally to children in all provisions and is designed to improve outcomes at 5 years old, improve language development for all children but particularly for children from disadvantaged backgrounds and reduce workload for teachers and childcare practitioners.

The Statutory document does not set out the curriculum. Therefore, the curriculum we offer is responsive to children’s individual interests and needs and, as such, there is no predetermined ‘correct’ way to achieve this! Moreover, there is an attempt to change the culture of early years practice through the provision of a curriculum rooted in child development, providing each child with what they need in the here and now, helping them to build their learning for the future. We have used the following documents in developing an Early Years curriculum.

The Development Matters document (revised in September 2023)
The Birth to 5 Matters document

7 Areas of Learning

EYFS Seven Areas of Learning and Educational Programmes

Below is an overview of the seven Areas of Learning in the Early Years Foundation Stage (Nursery and Reception), along with a brief explanation of the Educational Programmes that guide our curriculum.

Educational Programmes

Programme	Summary
Communication and Language Programme	Provides high‑quality interactions, vocabulary development and structured opportunities for children to develop speaking and listening skills.
Physical Development Programme	Focusses on strengthening gross and fine motor skills through active play, outdoor learning and targeted skill‑building activities.
Literacy Programme	Develops early reading and writing through phonics, story sharing, early mark making and a love of books.
Mathematics Programme	Builds strong number sense, spatial awareness and problem‑solving through practical, hands‑on experiences.
Understanding the World Programme	Encourages children to explore their environment, understand diversity and learn about the natural world.
Expressive Arts and Design Programme	Nurtures creativity, imagination and artistic expression through varied creative opportunities.

Vision and Ethos

Rosehill Infant and Nursery School Vision and Ethos

Our school is one where individuals are respected and the diversity of our community is celebrated. Through working with parents and the community we aim for every child to be the best they can be, to grow into confident and independent individuals who are ready for the next stage in their life. We provide children with an engaging curriculum which fosters a love of learning and helps them achieve a healthy life-style. We are committed to helping every child love themselves and others, love school, love learning and REACH for the stars.

Our school values chosen by our children and our school community

At Rosehill we REACH for the stars. We aspire to be:

Respectful

Enthusiastic

Aspirational

Creative

Happy

Our school motto is:

'Together we are amazing, together we shine’

Cultural Capital

At Rosehill Infant School, embedding cultural capital into the curriculum is a vital cornerstone of our approach to education. By celebrating and incorporating the unique experiences, traditions, and backgrounds of our pupils and their families, we create a learning environment that fosters inclusivity, respect, and curiosity. Cultural capital equips children with the knowledge, skills, and understanding needed to navigate the world with confidence and empathy. Through engaging activities, storytelling, and exposure to a variety of cultural perspectives, we inspire our pupils to value their own heritage and embrace the rich tapestry of diversity that surrounds them. This not only enhances academic learning but also nurtures well-rounded individuals prepared to thrive in an ever-connected global society.

Characteristics of Effective Learning

The Characteristics of Effective Learning underpin how children learn in the early years from their interaction with the environment, planned and spontaneous experiences and directed activities.

In planning and guiding what children learn, practitioners reflect on the different rates at which children are developing and adjust their practice appropriately. The characteristics of effective teaching and learning are:

playing and exploring - children investigate and experience things, and ‘have a go’
active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things

Statutory Framework for the EYFS – Sept 2023 (para 1.15)

When consideration is given to growing a curriculum, developing the learning environment, and choosing teaching approaches that teach children how to learn effectively and independently, then the acquisition of knowledge will follow.

Designing What to Teach - ensuring the curriculum is underpinned by learning

We use the long term overview. This identifies the range of opportunities and experiences we offer across the Areas of Learning, over the year, to

inspire and engage children and
ensure children encunter all the mapped learning in the Small Steps of the Progression Frameworks that lead them twards the Early Learning Goals?

The approach is to plan Purposeful Topics which give inspiring starting points for real-life units of learning, each with a potential ‘Exciting Event’ or curricular goal in mind. Within each topic, there is ample scope for children to direct aspects of their own learning.

Curriculum Development

Curriculum Development

We ensure there is a focus on:

Declarative knowledge – the key facts that we want the children to know
Procedural knowledge – the things we want all children to be able to do (skills)
Experiential knowledge – the knowledge that can only be gained from first-hand experience

In our top-level mapping of the curriculum, we are focusing mainly on identifying the declarative knowledge and procedural knowledge that will enable our children to achieve the ELGs. When we look at implementation of our curriculum, we have lots of opportunity to focus building on experiential knowledge which can be very much informed by the children’s interests.

In mapping the curriculum, we ensure:

there is progression in the knowledge, skills and learning behaviours we identify, and they are logically sequenced.
what we specify is based on an understanding of, and regard for, child development.

Birth to 5 Matters identifies that:

‘The curriculum will include attention to the Areas of Learning and Development which summarise some of what children learn. The curriculum must, however, be more than a list of skills and knowledge to be achieved. The EYFS principle says every unique child is “constantly learning”. Children learn from all their experiences, not just those that have been planned or intended. The curriculum needs to take account of children’s learning not just in the Areas of Learning and Development, but also in how they see themselves as learners and how they are building the strong foundations for lifelong learning described in the Characteristics of Effective Learning. How children learn, and how they learn about their own learning, should also be an integral part of the curriculum.

Progression in Learning Frameworks

Our Progression in Learning Framework is essentially a overarching map of components for each Area of Learning that identifies the sequential knowledge, skills and learning behaviours that children need to acquire to give them the best chance of achieving the Early Learning Goals and the school’s key Curriculum focus areas.

The Progression in Learning Frameworks is designed using the Educational Programmes within the EYFS statutory Framework.
The Development Matters document, the Birth to 5 Matters document has been used in producing the Framework.
Our planning has also been influenced by what the school is committed to offering the children in its community, building on their strengths and providing essential opportunities.

Our Progression in Learning Framework has been developed using the learning programmes already established in the school. At Rosehill, we follow Twinkl Phonics from Nursery onwards. In Maths, children use Master the Curriculum in Nursery, followed by the Mastering Number Programme and Power Maths in Reception.

We have carefully reviewed the coverage of learning to ensure that all the knowledge and skills required to meet the Early Learning Goals, as well as any key developmental priorities identified by the school, are clearly mapped across each Area of Learning.

Through the development of Progression Frameworks we ensure that children are given the opportunities they need to acquire the knowledge and skills that will enable them to build on their learning in the future.

Purposeful Topics

Curriculum Intent – key statements:

We ensure coverage of our Curriculum Intent key areas for development within the range of Purposeful topics we develop. These are:

- Developing communication skills
- Fostering independence
- Encouraging curiosity
- Developing resilience

- Strengthening physical skills
- Broadening cultural awareness
- Encouraging getting messy
- Enabling calculated risks

NURSERY
Topic	Purpose	Links to Curriculum Intent
I Am Special	This topic supports children as they settle into the rules and routines of school and encourages them to form new friendships. It teaches children about being helpful and kind at home and at school, while helping them understand how they are unique and special.	developing communication skills; strengthening physical skills; encouraging getting messy
Let's Celebrate!	This topic teaches children about the celebrations that take place during the autumn and winter seasons, including Diwali, Bonfire Night and Christmas.	strengthening physical skills; enabling calculated risks; developing resilience
It’s Cold Outside!	This topic teaches children about the changes that occur during winter, including winter weather. Children explore what to wear when it is cold and learn to identify visible signs of winter.	encouraging curiosity; developing communication skills; broadening cultural awareness
Long, Long Ago	This topic supports children in developing a love of stories and reading. They learn, retell and act out traditional tales.	developing resilience; encouraging getting messy; broadening cultural awareness
Creep, Wriggle and Crawl	This topic teaches children about invertebrates that live in gardens and the local environment.	fostering independence; enabling calculated risks; strengthening physical skills
Let’s Explore!	Children explore their classroom and school grounds to help them feel settled and secure. They take part in assemblies as part of the wider school.	developing communication skills; fostering independence; encouraging curiosity
RECEPTION
Me and My Community	Supports children with settling into school routines and teaches kindness, helpfulness and thoughtfulness. Children learn about friendship and the importance of people in their community.	developing communication skills; strengthening physical skills; encouraging getting messy
Exploring Autumn / Sparkle and Shine	Teaches children about seasonal changes and explores celebrations during autumn and winter.	strengthening physical skills; enabling calculated risks; developing resilience
Winter Wonderland	Teaches children about winter changes and explores snowy places and animals that live there.	encouraging curiosity; developing communication skills; broadening cultural awareness
Once Upon a Time	Supports storytelling and a love of reading through traditional tales.	developing resilience; encouraging getting messy; broadening cultural awareness
Sunshine and Sunflowers	Provides opportunities for outdoor learning and teaches children how to care for plants and stay safe in the sun.	fostering independence; enabling calculated risks; strengthening physical skills
Are We There Yet? / Moving On	Children learn about their local area, create maps and reflect on their progress throughout Reception as they prepare for Year 1.	developing communication skills; fostering independence; encouraging curiosity