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Graveney Primary School

‘Learning and Achieving Together’



We are aiming to understand and follow children’s interests and provide opportunities throughout our EYFS curriculum to support learning, consolidate and deepen knowledge and ensure children meet their next steps.  We aim to provide motivating first hand experiences to enable children to build resilience, ambition and a lifelong love of learning.  We are aiming to work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential from their various starting points.  At Graveney we recognise that all children are unique, celebrating and welcoming differences within our school community.  Our curriculum is developed and adapted each year to follow the interests and fascinations of the children in the current year group whilst building specific knowledge, identified through the areas of learning.  We recognise how learning builds sequentially, taking what they children already know and can do towards identified end points or outcomes.  We want to prepare children to reach the Early Learning Goals at the end of the Foundation Stage, ensuring they make good progress from their starting points and are ready to transition to Year 1. 



Our curriculum follows the Early Years Statutory Framework for the Early Years Foundation Stage and uses the Development Matters 2022 as a starting point for each child.  We also use the Cornerstones Maestro Curriculum topics, which is followed by the whole school, to plan exciting, broad and balanced topics which give our children new experiences, opportunities and build on their interests.  We encourage active learning to ensure the children are motivated and interested. We take time to get to know children’s interests and their likes to support their learning.  Lessons are well planned and structured to ensure that every child is offered an enjoyable, broad and balanced learning experience.  We provide the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment.  Children learn in EYFS by playing and exploring, being active and thinking critically and creatively.  The children’s abilities are regularly assessed using formative assessments enabling the teaching staff to incorporate this into future planning.  Their mark making, teacher directed and child initiated work is documented to show development and progression.  We keep parents and carers informed through our use of the Tapestry App, each child’s individual learning journal and our school website where their learning and progression and development is shared.  We also meet regularly with parents and carers throughout the year to ensure children’s transition into school at the start and through the EYFS is happy and allows them to reach their potential with the support needed.  Children with SEN and EAL are supported well, with their learning needs and being incorporated into lessons and their tasks appropriately planned.  The children’s transition from their nurseries is outstanding with excellent relationships being built between the child, parent and teacher prior to their arrival.  The children’s learning is not just confined to the school environment as regular, termly trips are held to promote and enhance their knowledge.  Staff in the EYFS provide a kind, caring, happy environment which helps each child develop their own personalities in their journey through school.  It is a positive place where perseverance and successes are celebrated and every child feels valued and respected. 



By the end of the EYFS children will be happy, well rounded, confident and ready to transition into Year 1.  We also strive for children to reach the Early Learning Goals at the end of Reception and to exceed the National and Local Authority data.  Regular meetings with the head teacher to discuss children’s attainment ensures rates of progress are good or more than expected steps progress for all children, including vulnerable groups such as those with SEND or who are disadvantaged. Assessment judgements are moderated externally with local schools. 

For our literacy, reading and numeracy end of year expectations please find this information located on each individual subject page.