Early Years Foundation Stage (EYFS) Curriculum

Our Philosophy for Early Years

Within the Reception year, we embark on a play-based curriculum offering a mix of child-initiated and adult led learning opportunities – but always taking into account the interests and needs of the children.  The curriculum across the EYFS follows the statutory guidance; focusing on the aspects of a 'unique child', 'positive relationships', 'enabling environments', leading to 'learning and development'.   

 Learning and Development

Phonics and maths are taught daily through whole class teaching initially. Skills are then built upon in small group or 1:1 interventions to enable teachers to ensure that all learners have understood what has been taught. 

Number Talk is used to develop children’s ability to articulate their thinking and reasoning skills – children are introduced to ‘Build, Challenge, Agree’ as they move through their Reception year.

Phonics is taught through using the ‘Essential Letters and Sounds' (ELS) programme.

Our children enjoy learning and are given plenty of opportunities to be active, creative and use their imagination inside or outside of the classroom in our fantastic outdoor area. 

Positive Relationships  

Research shows that if the transition to school life is not managed well, the stress felt by children can impact learning for a significant period of time. For this reason, the building of positive relationships starts as soon as a child is allocated a place at an Olympus school and continues throughout a child’s time at school.

The transition into Primary education can be a big step and families are supported through this process in a number of ways throughout the summer term and into their first term at school.

Throughout a child’s time in EYFS, home/school relationships play a crucial part in a child's learning. Seesaw is used as a tool for sharing a child's learning in school as well as allowing families to share achievements from home.

PSHE activities are used to support the development of strong relationships between children and their peers as well as helping children to develop trusting relationships with the adults who care for them in school.

Enabling Environments  

The classroom environment is carefully planned and thoughtfully organised to enable children to access a wide range of resource independently during their play; this is called ‘continuous provision’ – the continuous provision allows children's learning to continue when they are working without an adult's support.

The adults within the setting continually observe children’s interests and learning behaviours. They use this knowledge to add enhancements and provocations to the continuous provision; creating ‘enhanced provision’