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Cronton Church of England Primary School

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Find Out About the EYFS

Cronton C.E. Primary Early Years Foundation Stage

At Cronton CE Primary School, our Early Years provision consists of a Nursery and Reception Class. We are committed to providing a high quality Early Years education which gives children a secure and confident start to their school life and nurtures a life long love of learning. We are fully committed to the purpose and aims of the Early Years Foundation Stage Framework 2021 that states:


“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances.”


The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.


At Cronton CE Primary we aim to:

  • Provide a happy, caring, secure and stimulating learning environment to support and extend children's development and learning;
  • Provide a broad, balanced and creative curriculum that offers opportunities for

children to learn through planned, purposeful play in all areas of learning and


  • Foster good partnerships with parents and carers, where they feel valued and

are able to actively contribute to and participate in school life;

  • Encourage confidence, independence and a desire to learn;
  • Focus on the development of every child as an individual, valuing and building

on their previous experiences and responding to their individual needs;

  • Promote and celebrate achievement across all areas of the EYFS curriculum
  • Provide quality and consistency across our setting.
  • Provide a secure foundation through planning for the learning and development of each individual child and assessing and reviewing what the children have learned regularly.
  • Provide equality of opportunity ensuring every child is included and supported.


We follow the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings.

  • Every child is a unique child, who is constantly learning and can be resilient,

confident and self- assured

  • Children learn to be strong and independent through positive relationships
  • Children learn and develop well in enabling environments, in which their

experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers

  • Children develop and learn in different ways and at different rates


Children learn skills, acquire new knowledge and demonstrate their understanding through the seven areas of learning and development.


There are three prime areas. These are:

•         Communication and Language

•         Physical Development

•         Personal, Social and Emotional development.

These prime areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.


There are also four specific areas. These are:

•         Literacy

•         Mathematics

•         Understanding the World

•         Expressive Arts and Design.


Communication and Language:

Children develop their communication skills in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. Children become comfortable using a rich range of vocabulary and language structures.

Personal, Social & Emotional Development:

Children are supported to develop their confidence when trying new activities, and say why they like some activities more than others. They develop their confidence to speak in a familiar group, will talk about their ideas, and will select own resources they need for their chosen activities. They say when they do or don’t need help.

Physical Development:

Children develop their control and co-ordination skills when doing large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing. This is through P.E, dance, games and using construction and other small equipment for example, scissors, paintbrushes, pencils and crayons.

Literacy – Reading:

Children develop their confidence in language comprehension and word reading. They understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read and can answer simple comprehension questions and retrieve simple information from a text.

Literacy – Writing:

Children develop their transcription (spelling and handwriting) and composition

(articulating ideas and structuring them in speech before writing). They develop their understanding of using phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences that can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Children develop their skills when counting reliably with numbers. They develop a deep understanding of numbers to 10, the relationships between them and the patterns within those numbers. They place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They also solve problems, including doubling, halving and sharing.

Children develop their knowledge of everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns and explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding of the World:

Children develop their use of language to talk about past and present events in their own lives and in the lives of family members. They will learn about similarities and differences between themselves and others, and among families, communities and traditions. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. They will recognise that a range of technology is used in places such as homes and schools and select and use technology for particular purposes.

Expressive Arts and Design:

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


Characteristics of Effective Learning

Within the Statutory framework for the Early Years Foundation Stage they identify three “Characteristics of Effective Teaching and Learning”; these characteristics encompass children from birth to the end of the Reception Year and children will demonstrate them in different ways depending on the developmental level of the child: We monitor and report on these in the end of year report, alongside the prime and specific areas.

  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 their achievements.
  3. Creativity and thinking critically – children have and develop their own ideas and make links between ideas. They develop strategies for doing things.


Assessment in the Foundation Stage

The seven areas of learning (please see above) contain seventeen Early Learning Goals (ELGs) and evidence of the children’s achievement is gathered for each of these. Evidence for judgements is collected through observations from the continuous provision, observations during focused activities and some summative assessment tasks. Much of this evidence is collated using the 2Simple app –  Evidence Me.

  • Observations are shared termly with parents and children’s progress is shared with parents/carers twice a year through Parent’s Evenings and finally in an end of year report. Parents are provided with a further opportunity to discuss the end of year outcomes should they wish to after receiving their child’s report or provide feedback via a written form. 
  • Progress in Nursery and Reception is plotted termly on a simple tracking document and children can be assessed as meeting the expected levels of development or not yet reaching the expected levels of development for that period of learning. This allows for effective future planning.
  • Parents are encouraged to help build up a picture of their child by commenting on activities or progress at home, through learning stories, busy books, news books and reading records.
  • The children in the nursery are assessed from our first contact with them. Before the children start, the parents are given the “Starting at Cronton Nursery” booklet to find out the child’s early years experiences and their basic skills in Numeracy and Literacy.
  • Children are assessed on entry to Reception using NFER Baseline assessments primarily in Mathematics and Communication, Language and Literacy (CLL).
  • Phonics phase progress is monitored through phonic assessments either at the end of a phase or termly.


Assessment at the End of EYFS

  • The EYFS profile is completed for each child by the end of June in the Reception year. The profile provides information about each child’s knowledge, understanding, abilities against expected levels and readiness for Year 1. This assessment is completed against the criteria set out in the Early Learning Goals. Practitioners must assess whether a child is working at the expected level or whether they have not yet met the expected level.
  • Profiles are completed for all pupils, including those with special educational needs and disabilities although reasonable adjustments are made as necessary. 
  • Profiles and additional commentary on characteristics of learning are shared with Year 1 teachers to inform planning and preparation for entry to KS1. 
  • The school has a statutory requirement to report outcomes from the EYFS profile to the local authority which then has a duty to return this data to the relevant Government department.  The local authority conducts moderation of the profiles regularly, on a rotational basis, with each school in its catchment.

Parents of children in Nursery and Reception receive a written report at the end of the Summer Term outlining the children’s progress and attainment across the Prime and Specific areas and characteristics of effective learning.


Well Being and Involvement

In our Early Years setting, children are monitored for well-being and involvement using the Leuven Scales of Well Being and Involvement. This helps us to identify children who may need extra support in accessing the experiences and opportunities in the setting.


Parents as Partners

We appreciate that parents are children’s first educators and we value the contribution they make.

We understand the role that parents have played, and their future role, in educating the children. We do this through:

  • Contact with all children’s prior learning environments before they start school.
  • Providing an opportunity for parents and children to a Stay and Play before they start our school. This provides an opportunity for staff and parents to discuss the child and any additional needs or medical issues they might have.
  • We provide all children with the opportunity to visit our school so children have
  • time to spend with their peers and adults before starting school;

  • Sharing observations with parents in a half termly report.
  • Inviting all parents to parent’s evenings to talk about their child’s progress;
  • Providing parents with opportunities to contribute to their child’s learning journey through the Busy Book and observation report response forms. WOW Moments sheets are also sent home for parents to complete.
  • We arrange a range of activities throughout the year that encourage collaboration between child, school and parents: For example, Stay and Play and Sports Day.


The Learning Environment

The EYFS learning environment is organised to allow children to explore and learn securely and safely. The environment is set up in learning areas, where children are easily able to find clearly labelled equipment and resources they need. These include designated areas for writing, numeracy, art and craft, role play, physical activity, construction, and small world area as well as a book corner, sand and water. These areas are carefully arranged to encourage quiet areas and more active areas within the learning environment. Children are encouraged to become independent learners and to take some responsibility for initiating their own lines of enquiry and investigation.

Our Early Years Foundation Stage has a well-resourced outdoor area for the children to learn. Being outdoors offers opportunities for children to do things in different ways and on different scales. It offers the children the opportunity to explore, use their senses and be physically active. Activities are planned for both inside and outside with children having the freedom to move between the two throughout the school day. The children can also move between Nursery and Reception classrooms during certain parts of the day.

The Department for Education Documentation can be found on these links.