The Early Years Foundation Stage (EYFS)
Development Matters in the Early Years Foundation Stage is a framework to support learning for children from birth to five.
There are 17 areas of learning, covering all aspects of a child's development.
Development Matters acts as a guide to making best-fit judgements about whether a child is showing typical development for their age (Expected) or may be at risk of delay (Emerging).
In June we use all of our observations, assessments and observations from home to determine if each child has met the Early Learning Goals or if they are still working towards them (emerging). We submit this information to the Local Authority.
To get a Good Level of Development they must be at the ‘expected’ level in Personal Social & Emotional Development, Communication & Language, Physical Development, Literacy and Mathematics. We also write an end of year report for parents outlining this information.
This is the framework that we follow to support and assess learning.
Information on Reading and Writing
We use the Oxford Reading Tree (ORT) scheme to support the children in developing the skills required to be successful readers. Once the children settle they will be given a home-school reading record and lilac level reading book. These lilac books are books with no words and help to encourage pre-reading skills such as using the pictures and developing story language. We ask that you hear your child read, and make a note in their reading record, five times a week. Please find some information about the ORT characters below.
These are the Early Learning Goals (end of year expectations) for reading:
- Demonstrate understanding of what has been read to them by retelling stories
and narratives using their own words and recently introduced vocabulary;
- Anticipate – where appropriate – key events in stories;
- Use and understand recently introduced vocabulary during discussions about
stories, non-fiction, rhymes and poems and during role-play.
ELG: Word Reading
- Say a sound for each letter in the alphabet and at least 10 digraphs;
- Read words consistent with their phonic knowledge by sound-blending;
- Read aloud simple sentences and books that are consistent with their phonic
knowledge, including some common exception words.
To teach reading and writing we follow the Floppy's Phonics scheme. Floppy's Phonics closely matches the ORT reading scheme, has the same characters and the progression of teaching matches the colour banding on the ORT reading books. Once the children settle we begin by teaching one new sound (phoneme) each day. A typical phonics session is short and focuses on the teaching on both reading and writing. As the children progress we ask them to apply these developing skills to write simple sentences in things like instructions, short stories, diaries and lots more. We will provide much more information on phonics and how you can support your child in reading and writing in September.
These are the Early Learning Goals (end of year expectations) for writing:
- Write recognisable letters, most of which are correctly formed;
- Spell words by identifying sounds in them and representing the sounds with a
letter or letters;
- Write simple phrases and sentences that can be read by others.
We follow the Kinetic Letters handwriting scheme. Kinetic Letters supports children to build their strength to learn how to hold a pencil comfortably and effectively. The children start by doing large scale movements, similar to yoga poses, and progress to learning how to pick up a pencil and to forming letters correctly. If you would like to practise picking up a pencil and supporting your children to write their name please see the information on Kinetic Letters below. Please DO NOT teach your child to write their name using all capital letters. They only need a capital letter for the first letter of their name.
These are the Early Learning Goals (end of year expectations) for fine motor:
- Hold a pencil effectively in preparation for fluent writing – using the tripod grip
in almost all cases;
- Use a range of small tools, including scissors, paint brushes and cutlery;
- Begin to show accuracy and care when drawing.
We follow the Number Sense and Mastery in Number Program to teach numbers to ten in depth. We teach one number over a couple of weeks so children can use and apply their developing mathematical skills and problem solve.
These are the Early Learning Goals (end of year expectations) for mathematics:
- Have a deep understanding of number to 10, including the composition of
- Subitise (recognise quantities without counting) up to 5;
- Automatically recall (without reference to rhymes, counting or other aids)
number bonds up to 5 (including subtraction facts) and some number bonds to
10, including double facts.
ELG: Numerical Patterns
- Verbally count beyond 20, recognising the pattern of the counting system;
- Compare quantities up to 10 in different contexts, recognising when one
quantity is greater than, less than or the same as the other quantity;
- Explore and represent patterns within numbers up to 10, including evens and
odds, double facts and how quantities can be distributed equally.
Speech and Language
Please see some information about speech, language and communication.
Getting Ready for School
Please find a selection of games, videos and resources that you might find useful while preparing your child for school.
Storybooks about starting school
You may find these read out loud on YouTube or can borrow them from the local library.
Starting School - Janet and Allen Ahlberg
Harry and the Dinosaurs go to School - Ian Whybrow
Going to School - Usborne First Experiences
George's Dragon Goes to School - Claire Freedman
Starting School - Roderick Hunt and Alex Brychta