Cutnall Green C of E Primary School
EYFS Curriculum
Our Early Years Curriculum
We provide a nurturing and engaging Early Years environment where every child can thrive.
We focus on building strong foundations in learning, helping children develop independence, confidence and a love of learning through a balance of play-based exploration and structured teaching.
What your child will learn
In Early Years, children learn across seven areas of learning:
Prime Areas
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Communication and Language
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Physical Development
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Personal, Social and Emotional Development
Specific Areas
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Literacy
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Mathematics
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Understanding the World
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Expressive Arts and Design
Learning is carefully planned so that children build knowledge and skills step by step.
How we teach in EYFS
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A balance of adult-led teaching and child-initiated play
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A carefully planned environment that supports learning
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Daily routines that help children feel safe and secure
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Regular opportunities for talk, exploration and investigation
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Continuous provision indoors and outdoors
We use high-quality interactions and questioning to extend children’s thinking and language.
What is continuous provision?
Continuous provision is the set of resources and learning opportunities always available in the classroom.
Children choose how they play and explore, developing independence and following their interests. Adults support learning through careful observation and interaction.
What children learn
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Problem-solving and independence
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Communication and social skills
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Creativity and imagination
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Applying skills across different areas
Why is it important?
Continuous provision allows children to revisit learning, deepen understanding and become confident learners.
Early Reading and Phonics
Reading is at the heart of our Early Years curriculum.
How we teach it
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Daily phonics sessions
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Structured progression of sounds and blending
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Storytime and shared reading every day
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Opportunities to develop a love of books
What children achieve
Children develop early reading skills so they can begin to read with confidence.
Phonics
As part of our phonics curriculum, we plan for opportunities for the children to:
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Enjoy stories in small groups and 1-1
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Join in with familiar rhymes and story phrases focusing on words that rhyme
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Continue a rhyming string
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Begin to count and clap syllables in words
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Listen for words that start with the same sound
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Listen and develop an awareness of sound talk through games
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Recognise initial sound in name
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Begin to recognise words with the same initial sound
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Confidently orally blend words
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Further develop phonological awareness through song talk and language games
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In the Spring Term, the children are introduced to 'Fred' and begin to play Fred Games. They are also introduced to Set 1 sounds as part of our Read Write Inc, Phonics Scheme.
Writing
Story Dough
Story Dough is a fun, hands-on activity where children use playdough to explore stories, language and imagination. By shaping and creating with the dough, children develop their vocabulary, communication and creativity while also building early skills in mark making and maths. It is an open-ended activity, allowing children to follow their own ideas and enjoy rich conversations as they learn.
Funky Fingers
Funky Fingers activities are designed to strengthen fine motor skills, hand-eye coordination, and finger dexterity in young children while fostering creativity and problem-solving.
Opportunities to write
Our learning environment is set up with plenty of opportunities to write. Whether it's lists and maps on clipboards in our construction area or post-it notes and jotters for our role-play area, children have many opportunities to mark make and write.
Early Maths
Children develop mathematical understanding through:
- Counting and number recognition
- Comparing quantities and patterns
- Exploring shape, space and measure
Learning is practical, engaging and linked to real-life experiences.
Numbers
Evidence of maths can be seen in all areas of our learning environment.
Number and Numerical Patterns end of preschool expectations
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· I can recite numbers to 5 mostly in the right order and I can ‘tag’ using the stable order to 5.
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· I count things that can’t be seen.
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· I can say how many there are after counting and know the last number I count is the total in the group.
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· I am beginning to recognise up to 3 objects without counting them individually.
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· I am beginning to compare quantities (up to 5 objects) using words such as ‘more than, ‘less than’ and fewer.
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· I am beginning to understand that addition is the combining of sets of objects. I can write some numbers from 0-5.
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· I am beginning to create and extend ABAB patterns with shapes and numbers.
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· I am beginning to recognise and describe some 2D (circle, rectangle, square, triangle) and some 3D (cube, cuboid, cylinder, cone and sphere) shapes.
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· I am starting to use more positional vocabulary.
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· I describe a familiar route using directional language.
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· I am beginning to order items by length and weight using non-standard measures using the correct vocabulary.
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· I can select objects and pictures which are the same from a small group and think of a way to sort objects into 2 groups.
Personal Development
We place a strong emphasis on children’s personal development.
Children learn to:
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Build positive relationships
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Manage their feelings
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Develop resilience and confidence
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Work and play with others
Supporting all learners
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Learning is adapted to meet individual needs
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Additional support is provided where needed
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All children are encouraged to achieve their best
What children achieve
By the end of Reception, children:
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Are confident communicators
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Have secure early reading and maths skills
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Show independence and resilience
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Are ready for Year 1
Working with parents
We work closely with parents and carers to support children’s learning.
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Regular communication and updates
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Opportunities to share learning at home
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Support and guidance for families
Find out more
For more information about our Early Years curriculum, please contact the school office.