Early Years

At Greasy Infant School we put the children at the centre of Early Years.


Curriculum Intent:

  • Our Early Years Curriculum aims to lay a secure foundation for future learning. We engage children in learning from the very start and expect our children to leave us as happy, confident and skilful communicators who are curious about the world around them.
  • All staff work hard as a team to create a positive, caring and welcoming atmosphere where the children feel secure yet are challenged to achieve their best.
  • The emphasis is very much on helping individual children to achieve their full potential.
  • We are fully inclusive, and all children are expected to think about the needs of others.
  • We respect all families and aim to develop a positive two-way relationship with each one.
  • We support every child and within our school we know that children do their best when all their physical and emotional needs are being met.
  • We embrace the individual child and staff understand that each child is different and their learning requirements and styles are unique too.
  • We aim to provide our children with knowledge, skills and experiences in a hands on, holistic way so that all learning is embedded in a meaningful context.
  • We structure our curriculum so that it engages and motivates our children. It covers all the 7 areas of learning and supports the children’s learning characteristics.


  • Our curriculum is carefully planned with learning experiences. During F1 and F2 the children follow the Early Years Foundation Stage.
  • Many of our children will have already begun their journey through the foundation stage and we find out about and recognise their previous learning and the experiences they’ve had at home and in nursery/pre-school settings. Information is shared from settings and parents through our induction procedures.
  • Our induction procedures and daily routines help children to settle quickly and make new friendships.
  • Our ongoing assessment allows us to respond to the children’s learning by enhancing ideas and modelling vocabulary that is relevant to the children.
  • Our environment is set up to develop appropriate skills.
  • Our resources are considered carefully and are used to provide challenge, curiosity and to match the children’s interests.
  • We provide a learning environment that builds on previous skills and knowledge. It starts with the children and their own locality and stretches out to explore being a good citizen and develop their awareness of the wider world.
  • Staff observe, listen to and work with children to facilitate learning.
  • Positive relationships and good communication play a vital part when planning for individual needs.
  • Every child has the support they need to flourish.
  • All children access a broad, balanced, well-resourced curriculum, which offers opportunities for enjoyment and success through active learning.
  • Planned activities aim to foster good social relationships, promote equal opportunities and support special educational needs.
  • Children learn to co-operate and listen to others. They do this in pairs, small groups and whole class groups. We use short teacher inputs and access to a both indoor and outdoor provision.
  • Staff ensure that both the inside and outside spaces are fun, safe, engaging and offer challenge.
  • Staff understand that the prime areas of learning begin to develop quickly in
  • response to relationships and experiences and run through and support learning in all other areas. Furthermore, these prime areas continue to be essential throughout the whole of the EYFS.
  • All 7 areas of learning are used to plan children’s learning and activities. Staff use first hand experiences, visitors and visits where possible to enhance children’s experiences and to bring their learning alive.

Prime Areas

o   Personal and Social Development (PSD)

o   Communication and Language (CL)

o   Physical Development (PD)

Specific Areas

o   Literacy (L)

o   Mathematics (M)

o   Understanding the World (UW)

o   Expressive Arts and Design (EAD)

Through their play our children will:

o   Explore, develop and represent learning experiences that help them to make sense of the world.

o   Practise and build up ideas, concepts and skills.

o   Learn how to understand the need for rules.

o   Take risks and make mistakes.

o   Think creatively and imaginatively.

o   Communicate with others as they investigate and solve problems.

  • To plan appropriate activities staff carry out assessments. These assessment including observations inform planning and in turn are used to support the children’s wellbeing, development and learning.
  • We record observations in a secure online journal called Tapestry. This is shared with parents and family members who can add their own observations too. This document is used to support statutory assessment judgements at the end of the Foundation Stage.


  • Children’s progress is monitored closely from the moment they start, and their journey is tracked throughout the year allowing appropriate support and challenge to be put in place.
  • Children make good progress from their starting points.
  • Children with additional needs are supported within school and the curriculum modified to meet their needs.
  • Our assessments are integral to effective learning and teaching. The results of this are children who have a sense of belonging, have a positive disposition to learning and are ready to move through the school.
  • They transition into Key Stage One with confidence to meet the challenges of an ever changing world.
  • Our teaching style allows the children to display high levels of concentration, creativity, energy and persistence. Self esteem blossoms and children develop crucial social skills as they support each other in their learning journey.
  • Our children talk confidently about their learning and share their experiences in Jigsaw sessions and in discussion with others.
  • Through our curriculum our children learn about risks and safety, how to make good choices and gain an understanding of boundaries.
  • They develop into independent, confident and successful learners.