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About Our School

Our Curriculum

In EYFS our learners follow the Early Years Framework.

Here children engage in a journey of discovery and exploration. The children often initiate their own learning through play as well as engaging in regular group and whole-class activities directed by an adult. We create a happy and caring environment where all children feel valued and relaxed and where they will have the opportunity to develop positive relationships with all the adults who care for them. Every day, there are opportunities for the children to choose from a range of activities, both indoors and outdoors, where they can explore, experiment, learn and develop at their own rate as they work towards the end of Reception standard or Early Learning Goals (ELGs).


Children are taught the basics of reading and writing through discrete phonics sessions using Letters and Sounds: Principles and Practice of High Quality Phonics. Children in Nursery work within Phase One. Phase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it supports linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet. It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language.

In Reception children work through phases two and three of Letters and Sounds. Children entering Phase Two will experience a wealth of listening activities, including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words. The purpose of phase two is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them either using magnetic letters or by writing the letters on paper or on whiteboards. During the phase they will be introduced to r04eading two-syllable words and simple captions. They will also learn to read some high-frequency ‘tricky’ words.

The purpose of phase three is to teach another 25 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme. Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.

We then put all of this into practise through our literacy work. The children are exposed to a wide range of texts and stories, which we sequence, role play and relate to our own experiences. We read and write simple sentences, becoming more and more independent each time.


Language development underpins all the learning that takes place in school, as a child’s language is the medium through which he or she learns about other subjects. English makes a major contribution to the development of a child’s language which, in turn, contributes to the child’s understanding of his/her world, the world of others and the world of imagination. Since English is integral to the learning process throughout the curriculum, it follows that whenever anything is being taught or learned there is potential for developing a child’s language.


We follow the EYFS Framework and National Curriculum for Mathematics, with daily lessons for all pupils in Reception. We want our children to develop: mathematical habits of mind; value mathematics; master basic facts; be mentally agile; be creative problem solvers; tackle complex problems with confidence; read, write and discuss mathematics; apply mathematics in other subject areas and begin to understand and appreciate the role of mathematics in the world.

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