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Early Years Foundation Stage

Early Years at Crampton Primary School provides children with a warm, kind and caring start to their school life.

The Early Years Foundation Stage (EYFS) is a very important stage in a child's life as it helps prepare for school 'readiness' as well as preparing them for their future learning and success. Every child deserves the best possible start in life and the support that enables them to fulfil their potential.

We encourage our pupils to be independent, curious, creative and resilient learners who show respect for each other, their communities and the environment. Through our teaching and learning approach, we develop pupils' communication skills, ensuring that they know how to appropriately express themselves.


EYFS Curriculum

At Crampton we understand that children learn best when they are absorbed, interested and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as practical as possible and is essential for children’s development across all areas.

We deliver our curriculum through a balance of adult led and child-initiated activities based on the EYFS Framework & our children’s interests.


Within the Framework there are seven guiding principles which shape our practice. 

  1. The best for every child
  2. High-quality care
  3. The curriculum: What we want children to learn
  4. Pedagogy: Helping children to learn.
  5. Assessment: Checking what children have learnt.
  6. Self-regulation & Executive function.
  7. Partnership with parents / guardians.


Underpinning the Early Years Curriculum are the 'Characteristics of Effective Teaching & Learning'.

  • Playing and exploring – engagement: Finding out and exploring, playing with what the children know, being willing to ‘have a go’.
  • Active learning – motivation: Being involved and concentrating, perseverance, enjoying achieving what they set out to do.
  • Creating and thinking critically – thinking: Having their own ideas, making links, choosing ways to do things.


Achievement of these Prime and Specific Areas of Learning is reached by putting the Characteristics at the heart of all we do. This ensures all children are exposed to a broad and balanced curriculum. Children become self-motivated learners who embrace challenge and are inspired to learn. They are able to fulfil their potential and develop the skills necessary for success.


We teach the 7 areas of learning through a balance of focused tasks with an adult and through structured play within the areas of the classroom and outdoor area, which are enhanced with activities relating to our topics and the children’s interests.

We endeavour to ensure that by the time the children leave Reception Class to embark on the next stage of their education, they are equipped with academic skills and knowledge, and have developed the personal attributes needed to enable them to reach their full potential.

We aim to develop curiosity and a love of learning through high quality teaching, well-planned and prepared learning activities and continuous provision and engaging and memorable learning opportunities.


Personal, Social and Emotional Development (PSED)

PSED is one of the three prime areas within the EYFS. Each prime area is divided into early learning goals, for PSED these are:

  • Self confidence and self awareness - Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don't need help.

  • Managing feelings and behaviour - Children talk about how they and others show feelings, talk about their own and others behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

  • Making relationships - Children play cooperatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.


At Crampton some of the ways we encourage PSED development by:

  • Children being involved in Christmas Performances
  • The class having class rules that each class develops at the beginning of the school year. This is often used alongside the class behaviour system
  • Lots of time given at the beginning of the school year to develop and support friendship groups. This is continued throughout the year.


Communication and Language

Communication and language is one of the three prime areas within the EYFS. Each prime area is divided into early learning goals, for communication and language these are:

  • Listening and attention - Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

  • Understanding - Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

  • Speaking - Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


At Crampton some ways we encourage Communication and Language development are by:

  • Reading a wide range of stories and text types to support children's vocabulary development and understanding.
  • Provide opportunities for children to engage in activities that foster communication e.g. small group activities


Physical Development

Physical development is one of the two prime areas within the EYFS. Each prime area is divided into Early Learning Goals, for physical development these are:

  • Moving and handling - Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

  • Health and self care - Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


At Crampton some of the ways we encourage Physical development are by:

  • Providing opportunities for children to use resources such as playdough, small Lego, pegs and threading beads to develop their fine motor control.

  • Providing access to a range of mark making materials, scissors and craft activities..

  • Encouraging children to be as independent as possible when managing their self care e.g. buttoning and unbuttoning shirts in preparation for PE lesson.



Reading, along with writing, makes up literacy, one of the four specific areas of the EYFS. Each specific area is divided into Early Learning Goals, for literacy these are:

  • Reading - Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

  • Writing - Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


At Crampton some ways of the ways we encourage reading and writing development are by:

  • Encouraging children to read widely, not just reading books that are taken home. 

  • Ensuring that writing opportunities are available throughout our classroom, such as in the construction area where labelling might be happening or in the water tray were a recipe for a potion might be being written.

  • Providing children with Phonics practise throughout the day.



Maths is one of the four specific areas within the EYFS. Each specific area is divided into Early Learning Goals, for maths these are:

  • Numbers - Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

  • Shape, Space and Measure - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


At Crampton some of the ways we encourage mathematical development are by:

  • Providing real life opportunities to practise their maths skills  e.g. updating the class calendar daily.

  • Ensuring that children have a solid understanding of number before leaving the EYFS and encouraging them to use numbers in their every day play.

  • Making sure that children are engaged in their daily maths session by providing creative ways to practise their skills.


Understanding the World

Understanding the world is one of the four specific areas within the EYFS. Each specific area is divided into early learning goals, for understanding the world these are:

  • People and Communities - Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

  • The World - Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

  • Technology - Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.


At Crampton some of the ways we encourage learning in Understanding the World are by:

  • Giving children a range of opportunities by going on both local trips and trips that are further afield so that they can begin to understand the world around them.

  • Encouraging the children to talk about their families, not just through our topics but also by acknowledging the celebrations that families in the class celebrate.


Expressive Art and Design

Expressive arts and design is one of the four specific areas within the EYFS. Each specific area is divided into early learning goals, for expressive arts and design these are:

  • Exploring and using media and materials - Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

  • Being imaginative - Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.