Early Years Foundation Stage

At St Thomas of Canterbury Church of England Primary School, our Early Years Foundation Stage provides children with the very best start to their educational journey.

Our Early Years provision is split across two carefully designed learning environments:

• The Nest provides high-quality care and education for children aged 9 months to 4 years, led by experienced early years practitioners in a nurturing, family-focused environment.
• Lower Robins is our Reception class, where children begin their school journey within the main school while continuing to learn through a play-based, ambitious Early Years curriculum led by a qualified teacher.

Although children learn in separate environments appropriate to their age and stage of development, both settings work closely together to ensure a seamless progression through the Early Years Foundation Stage. Our curriculum has been carefully planned so that knowledge, skills and experiences build progressively from babies through to the end of Reception, enabling every child to flourish.

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Intent

At St Thomas of Canterbury Church of England Primary School, we believe every child deserves the strongest possible start in life. Our Early Years curriculum has been designed to provide a rich, nurturing and ambitious foundation for children from 9 months to 5 years, taking account of our rural community while broadening children's understanding of the wider world.

We recognise that the earliest years of a child's life are crucial in shaping future learning, wellbeing and success. Through warm relationships, inspiring learning experiences and high expectations, we nurture children who are curious, confident and ready to thrive.

We intend to:

• Develop warm, trusting relationships with every child, recognising and celebrating their individuality.
• Work in close partnership with parents and carers to support every child's development and learning.
• Provide a carefully sequenced curriculum which builds children's knowledge and skills progressively from babies through to the end of Reception.
• Place communication and language at the heart of our curriculum, ensuring children develop the confidence to express themselves and communicate effectively.
• Foster independence, resilience and confidence through purposeful play, exploration and carefully planned adult interactions.
• Ensure every child learns to read through a structured, systematic phonics programme, with early support provided wherever needed.
• Develop children's curiosity, creativity and love of learning through meaningful first-hand experiences and enrichment opportunities.
• Provide a stimulating indoor and outdoor environment where children can learn across all seven areas of the Early Years Foundation Stage.
• Identify and respond quickly to children's individual needs, working closely with families and outside agencies where appropriate.
• Help children develop a strong sense of belonging within our school, church and local community.
• Prepare every child to achieve a Good Level of Development and make a successful transition into Key Stage One.
• Enable children to live out our Christian vision and values of Community, Curiosity, Love, Bravery and Resilience, becoming kind, confident and compassionate learners.

Implementation

At St Thomas of Canterbury Church of England Primary School, we follow the Early Years Foundation Stage Statutory Framework, providing a carefully sequenced curriculum that supports children's development from 9 months through to the end of Reception.

Children begin their Early Years journey in The Nest, where they learn in a nurturing environment designed specifically for babies, toddlers and preschool children. Here, experienced practitioners provide high-quality interactions and carefully planned experiences that develop communication, physical development, personal, social and emotional skills, and curiosity about the world.

When children move into Lower Robins, our Reception class within the main school, they continue their learning through a curriculum that builds on their prior knowledge and experiences. The close partnership between staff across both settings ensures a seamless transition, with children's individual strengths, interests and next steps shared carefully so that learning continues without interruption.

Our curriculum is ambitious, engaging and rooted in children's interests while ensuring clear progression across all seven areas of learning. We carefully balance child-initiated play with adult-led teaching, recognising that both are essential in developing confident, independent learners.

Learning takes place through:

• Continuous provision, where children independently explore carefully planned indoor and outdoor environments supported by skilled adults who extend learning through high-quality interactions.
• Guided learning, where adults work with individuals and small groups to introduce new knowledge, practise key skills and provide targeted support.
• Direct teaching, where children participate in short, engaging whole-class sessions introducing new concepts, vocabulary and skills which they then apply throughout their play.

Language and communication underpin every aspect of our curriculum. Adults model ambitious vocabulary, engage children in sustained conversations and provide rich opportunities for storytelling, singing, role play and discussion. Developing confident communicators is central to our approach.

Early reading begins from the age of three through a structured, systematic phonics programme. Children receive daily phonics teaching appropriate to their stage of development, alongside regular opportunities to share stories, develop a love of books and practise their reading skills. Children requiring additional support are identified quickly and receive timely intervention to ensure they make strong progress.

Mathematical understanding is developed through practical exploration, problem solving and explicit teaching. Children build secure foundations in number, pattern, shape and measure through meaningful experiences embedded throughout the learning environment.

Our stimulating indoor and outdoor environments are viewed as equal learning spaces. Children enjoy daily access to outdoor learning throughout the year, where they develop physical skills, resilience, creativity and an appreciation of the natural world. Regular Forest School sessions and wider enrichment opportunities further enhance the curriculum, allowing children to develop curiosity, independence and confidence.

Assessment is an integral part of our practice. Staff use ongoing observations, professional dialogue and knowledge of child development to identify each child's next steps. Weekly discussions ensure that planning is responsive to children's interests and needs, whilst termly assessments enable staff to monitor progress and identify any children requiring additional support.

Children with Special Educational Needs and Disabilities are identified at the earliest opportunity. Staff work closely with families, the school's SEN Lead and external professionals to ensure that provision is carefully tailored to meet individual needs and enable every child to flourish.

Strong partnerships with parents are fundamental to children's success. Families are kept fully informed about their child's learning through Tapestry, Class Dojo, parent workshops, stay-and-play opportunities and regular communication with staff. We believe that children make the greatest progress when school and home work together.

Throughout the Early Years, children develop our Christian vision and values of Community, Curiosity, Love, Bravery and Resilience. They are encouraged to become kind, independent learners who show respect for others, persevere when challenged and develop a lifelong love of learning.

As children progress through Reception, they become increasingly familiar with whole-school routines and expectations, ensuring they are fully prepared for a successful transition into Key Stage One.

Impact

Our Early Years curriculum provides children with the knowledge, skills and confidence they need to flourish both academically and personally.

Children make strong progress from their individual starting points because learning is carefully planned, consistently assessed and adapted to meet their needs. Through regular observations and professional discussion, staff have an excellent understanding of each child's development and use this information to ensure every child continues to move forward in their learning.

Children develop secure communication and language skills, becoming confident speakers who can express their ideas, ask questions and engage thoughtfully with others. They develop positive attitudes towards learning, demonstrating curiosity, resilience, independence and increasing confidence when faced with new challenges.

The systematic teaching of early reading enables children to develop secure phonics knowledge and a genuine enjoyment of books, while carefully planned mathematical experiences build strong foundations in number and problem solving.

Children's personal, social and emotional development is a particular strength. They form positive relationships, work collaboratively, regulate their emotions appropriately and demonstrate the confidence to explore, investigate and persevere. They understand and live out our school values of Community, Curiosity, Love, Bravery and Resilience, preparing them well for life within our school community and beyond.

Regular assessment enables staff to identify children who require additional support quickly, ensuring timely interventions lead to positive outcomes for all learners, including disadvantaged pupils and those with SEND. Strong partnerships with families further enhance children's progress and wellbeing.

By the end of Reception, the vast majority of children are well prepared for the transition into Key Stage One. They leave the Early Years as enthusiastic, capable learners who have developed the knowledge, skills and attitudes needed to continue to flourish throughout their education.