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The early year’s foundation stage (EYFS) is the curriculum that the Government sets for all early years providers (0-5 years) to make sure that ‘all children learn and develop well and are kept healthy and safe’. (Department for Education) There are 17 early learning goals to be aimed for by the end of the Reception year in school.

The Framework is divided into three sections;

  • Characteristics of Learning
  • Three prime areas of learning
  • Four specific areas of learning



Characteristics of learning

  • Playing and exploring: finding out and exploring, playing with what they know and being willing to ‘have a go’.
  • Active Learning: being involved and concentrating, persevering and enjoying achieving, what they set out to do.
  • Creating and thinking critically: children having their own ideas, making links and choosing ways to do things.



Prime areas

Personal, Social and Emotional Development: making relationships and getting along with other children and adults, having confidence and self-awareness, and being able to manage their feelings and behaviour.

Communication and Language: developing good listening and attention skills, to have a good understanding and also speak and express themselves clearly.

Physical Development: large and small movements in a variety of ways, having good control and coordination, handling different tools and equipment well. It also covers health and self-care, looking for ways to keep healthy and safe.



Specific areas

Literacy: stories, rhymes, books and reading, and also mark making/writing.

Mathematics: numbers, counting, shape, space and measure.

Understanding the world: people and communities and helping children understand the world they live in, including ICT.

Expressive Arts and Design: developing different forms of expression, exploring music, dance and song, encouraging children to be creative in all respects. It also focuses on media and materials and imaginative/pretend play.

Staff use ‘in the moment planning’ to act on what the children are interested and engaged in. They ensure within this that they cover all aspects of learning and challenge the children to stretch their learning further each day.

“The early years settings provide a safe and welcoming start to school life. The well-planned provision and
focus on well-being support children in making strong progress from their starting points.”
– Ofsted Report, December 2016


Special educational needs and disabilities (SEND)

We have systems in place for each SEND child to have their own key person who will know them best and be proactive in planning for their needs, working closely with parents when doing so.

SEND children are observed closely and their achievements are celebrated in their Learning Journal and planning documents. This information is then used to tailor the curriculum to meet the interests and enthusiasms of each child using methods of delivery that are appropriate to their needs. If there is ever evidence that this is not occurring the SENCO will initiate training to challenge staff and enable them to provide a curriculum that ensures equality and diversity for all.

Children with SEND are supported in a variety of ways – through one to one support, group activities or whole key worker tasks. The key worker for each SEND child will decide how everyday activities and experiences within the curriculum can be adjusted to ensure their child is fully involved at the appropriate level.

If you would like to discuss your SEND requirements please contact the school and we will try our best to help you.