Early Years

At Earl Sterndale C of E School, our Early Years curriculum is rooted in our core values and provides a happy, stimulating and inclusive environment where every child is supported to achieve their full potential. We recognise that the Early Years are a critical stage in development and lay the foundations for future learning, independence and wellbeing.

We place strong emphasis on positive relationships. Staff take time to know children well as individuals, enabling them to meet their needs, build on their interests and support their next steps. We work closely with parents and the wider community to maintain our nurturing, family ethos whilst preparing children for the future.

Our curriculum is based on the EYFS Framework and informed by Development Matters. It provides a broad and balanced range of experiences across the seven areas of learning, supporting children to develop socially, emotionally, physically and academically. We want children to become curious, confident and motivated learners through meaningful, first-hand experiences.

How Children Learn

Learning is carefully organised through a balance of:

• Child-led play, where children explore, create and follow their own interests
• Adult-supported learning, where adults model, question and extend thinking

This takes place within high-quality continuous provision, both indoors and outdoors, which is regularly adapted to reflect children’s development and interests. Opportunities include whole-class, small group and one-to-one teaching, alongside play-based learning.

The Characteristics of Effective Learning—playing and exploring, active learning and thinking critically—are central to our practice.

Communication, Language and Early Reading

Communication and language are at the heart of our curriculum. We create a language-rich environment, where adults model and extend vocabulary through purposeful interaction and conversation.

We teach phonics using the Little Wandle Letters and Sounds Revised programme. Daily sessions build progressively, enabling children to develop secure decoding skills. Children read regularly with adults using books matched to their phonic knowledge, alongside a rich range of stories and key texts to promote a love of reading. Where children require additional support we act early, ensuring good progress for each individual. 

Mathematics

We use White Rose Maths to support the teaching of early mathematics. Children develop their understanding through practical experiences, talk and exploration, using concrete resources and pictorial representations to build secure foundations in number and problem-solving.

Outdoor Learning

We make full use of our outdoor environment as an integral part of the curriculum. Outdoor provision promotes active, hands-on learning, supporting physical development, wellbeing and exploration across all areas. Children have regular opportunities to learn outside, building independence, resilience and curiosity.

Assessment

Assessment is an ongoing part of our practice and informs teaching and provision. Staff make regular observations to understand children’s progress and plan next steps.

Children complete the Reception Baseline Assessment (RBA) within the first six weeks of starting school. At the end of Reception, children are assessed against the Early Learning Goals and outcomes are reported in the EYFS Profile (EYFSP). We aim for all children to make good progress from their starting points and be well prepared for Key Stage 1.