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EYFS Curriculum  

Link Governor: Mr A Hammersley

Here is our EYFS Long Term Overview

The EYFS curriculum follows the ‘Statutory Framework for the early years foundation stage – setting the standards for learning, development and care for children from birth to five.’  Our curriculum design ensures all of our children, regardless of need and background learn and develop well and are kept healthy and safe.  We weave our whole school curriculum drivers throughout the delivery of the Early Years Curriculum.

Four overarching principles shape the practice in our early years settings. These are:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
  • Children learn to be strong and independent through positive relationships.
  • Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioner and parents/carers.
  • Importance of learning and development. Children develop and learn at different rates. The EYFS framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

At Leyland St James’ Primary school, we promote the learning and development of all children in reception to ensure that they are equipped with the skills, knowledge and foundations to start their school journey benefitting fully from the opportunities ahead of them.

There are seven areas of learning and development which shape our EYFS curriculum alongside the Characteristics of Effective Learning. All these areas are important and inter-connected.  The seven areas are as follows:

Three prime areas which ignite curiosity and enthusiasm for learning, forming relations and thriving are:

  • Communication and language
  • Physical development
  • Personal, social and emotional development

Four specific areas (through which the three prime areas are strengthened and applied) are:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

The Characteristics of effective learning which underpin our curriculum design and teaching pedagogy are:

  • Playing and exploring – through investigation, exploration and problem solving, 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

The development level that children are expected to attain by the end of the EYFS is defined by the early learning goals (ELGs). The ELGS are:

Communication and Language

  • ELG: Listening, attention and understanding
  • ELG: Speaking

Personal, social and emotional development

  • ELG: Self-Regulation
  • ELG: Managing Self
  • ELG: Building Relationships

Physical Development

  • ELG: Gross Motor Skills
  • ELG: Fine Motor Skills


  • ELG: Comprehension
  • ELG: Word Reading
  • ELG: Writing


  • ELG: Number
  • ELG: Numerical Patterns

Understanding the World

  • ELG: Past and Present
  • ELG: People, Culture and Communities
  • ELG: The Natural World

Expressive Arts and Design

  • ELG: Creating with Materials
  • ELG: Being Imaginative and Expressive

We want our children to develop the love of reading; a large emphasis is given to communication and language, extending their range of vocabulary and language comprehension. Our phonic scheme Little Wandle supports the children to develop early reading and systematic phonics through daily phonic lessons and reading practices. Children are consistently extending their range of vocabulary and language comprehension as well as developing decoding and prosody skills to become fluent readers. We ensure children are exposed to language rich environments and are immersed in rich vocabulary through: exposure to high quality interactions; stories, poems, non-fiction texts, nursery rhymes, singing songs and playing games.

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