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Early Years

Statement of Intent 

What is taught in EYFS?


The curriculum is planned to ensure children develop physically, linguistically, intellectually and emotionally. It builds on what children already know and what they can do and inspires a confident disposition to learning through relevant, meaningful, imaginative, challenging and enjoyable experiences. Clear and careful planning enables the organisation of learning for the development of the whole child-including their physical, intellectual, social, linguistic and emotional needs.


There are seven areas of learning and development. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

1. Communication and language;

2. Physical development; and

3. Personal, social and emotional development.

These areas are a focus in Reception and have a particular emphasis for the basis for successful learning in the specific areas.

The Prime areas are reported on by the end of Reception.

The four specific areas, through which the three prime areas are strengthened and applied, are:

1. Literacy;

2. Mathematics;

3. Understanding the world;

4. Expressive arts and design.

The balance shifts towards a more equal focus on all areas of learning as children grow in confidence and ability within the prime areas.

When are specific skills and knowledge taught?


In planning and guiding children’s activities, practitioners in the setting reflect on the different ways that children learn and reflect these in the setting and practice. Three characteristics of effective teaching and learning are:

1. playing and exploring - children investigate and experience things, and ‘have a go’;

2. active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and

3. creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.


Each area of learning and development is implemented through planned, purposeful play and through a mix of adult led and child initiated activity.

How do we teach in EYFS?


At Poppleton Road Primary School we recognise that young children learn best through when they are active. We understand that active learning involves other people, objects, ideas and events that engage and involve children for sustained periods. Therefore, we believe that Early Years education should be as practical as possible and our EYFS setting has an ethos of learning through play.

We recognise the importance of children’s play. Play is essential for children’s development.

input sessions

Planning ensures that all children make progress in learning based on steps towards the early learning goals. Planning is based on direct observations of children’s interests and play.


Outdoor Play

Outdoor space and resources can promote playing and exploring, active learning and creativity, critical thinking and problem solving. Movement is a child’s most natural form of expression and should be an essential part of their everyday experience.

The opportunity to play outside throughout the year, in all weather, is as important as playing inside. For many children, the learning that happens outdoors is the most significant.

There is an expectation that children will have access to outdoor play every day – all year round. It is therefore an expectation that   children attend school in clothing appropriate for the weather conditions.

Why do we teach?


Early Years education is the foundation upon which young children build the rest of their schooling. It is a holistic education that encompasses all learning and development.

 Planning and provision are informed by the best available evidence on how children learn and reflect the broad range of skills, knowledge and attitudes children need as foundations for good future progress. Practitioners consider the development of children’s capabilities with a view to ensuring that they complete the EYFS, ready to benefit fully from the opportunities ahead of them. However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply as preparation for the next stage in education.