Intent:

At The City School International, we are dedicated to providing a high-quality Early Years Foundation Stage (EYFS) education that gives children a secure and confident start to their school life. Our approach is rooted in the EYFS statutory framework, and we aim to nurture a lifelong love of learning while upholding high standards.

We believe in considering the development of the whole child, not just focusing on academic achievements. We strive to foster resilience and independence, preparing children emotionally for the challenges they may face as they progress through their education.

Our goal is to equip children with the essential knowledge and skills they need to thrive and succeed in their future endeavors. We understand the importance of laying a strong foundation during early education, and we are committed to giving children the best possible start.

Our classroom environments, both indoors and outdoors, are designed to be inviting and stimulating for learners. We recognize and encourage the development of the three Characteristics of Effective Learning as outlined in the EYFS framework. These characteristics include playing and exploring, active learning, and creating and thinking critically.

By providing a supportive and engaging learning environment, we aim to inspire children’s curiosity, promote their engagement, and facilitate their development across these key characteristics. We believe that through these experiences, children will develop a strong foundation for their future learning journeys.

In summary, at The City School International, we provide a high-quality EYFS education that gives children a secure and confident start to their school life. We prioritize nurturing a lifelong love of learning, considering the development of the whole child, and aim to foster resilience and independence. Our inviting classroom environments stimulate learners and actively engage them in developing the three Characteristics of Effective Learning outlined in the EYFS.

The EYFS curriculum encompasses our section motto:

Achieve, Care, Enjoy

At The City School International, our EYFS curriculum is carefully planned to achieve the following aims:

• Foster a love of learning which inspires curiosity: We believe that when children develop a love for learning, they become lifelong learners. We create an environment that sparks curiosity, encourages exploration, and nurtures a sense of wonder. We promote active engagement and provide stimulating activities that ignite children’s natural curiosity, fostering a passion for learning.
• Provide experiences of awe and wonder: We understand the importance of providing awe-inspiring experiences that captivate children’s imaginations and stimulate their senses. Through carefully planned activities, field trips, and hands-on learning opportunities, we expose children to a wide range of experiences that inspire awe and wonder. These experiences broaden their horizons, spark their creativity, and deepen their understanding of the world around them.
• Ensure all children have access to high-quality learning opportunities: We are committed to providing equitable access to high-quality learning opportunities for all children. We recognize and value the unique abilities, talents, and backgrounds of each child. Our inclusive approach ensures that every child receives the support, resources, and guidance they need to reach their full potential. We differentiate our teaching and learning strategies to meet individual needs and create an inclusive environment where every child can thrive.
• Provide parents/carers with the opportunity to develop their child’s learning at home: We believe that parents and carers play a crucial role in their child’s education. We actively involve parents and carers in their child’s learning journey by providing opportunities for collaboration, communication, and support. We share information, resources, and strategies to empower parents and carers to extend their child’s learning beyond the classroom, fostering a strong partnership between home and school.
• Develop knowledge and understanding of the community and wider world: We recognize the importance of helping children develop a sense of belonging and understanding of their community and the broader world. We incorporate activities and projects that explore local cultures, traditions, and environments. We also provide opportunities for children to learn about different cultures, global issues, and sustainability. By developing their knowledge and understanding of the community and the wider world, we nurture children’s empathy, appreciation for diversity, and global citizenship.

At The City School International, we are committed to providing an enriching EYFS education that not only focuses on academic development but also nurtures children’s love of learning, exposes them to awe-inspiring experiences, ensures equitable access to quality learning opportunities, engages parents and careers as partners, and fosters knowledge and understanding of the community and wider world.

Implementation

At The City School International, we implement the following strategies and practices to ensure the effective delivery of our EYFS curriculum:

• Quality first teaching across all areas of the curriculum: We uphold high standards of teaching and ensure that all areas of the curriculum are delivered with excellence. Our teachers are skilled professionals who provide engaging, inclusive, and differentiated instruction to meet the diverse needs of each child. We continuously assess and monitor children’s progress, adapting teaching strategies accordingly to ensure optimal learning outcomes.
• Stimulating learning environments indoors and outdoors: We believe that the learning environment plays a crucial role in children’s development. Our classrooms are thoughtfully designed to create engaging, inspiring, and safe spaces that promote active learning and exploration. We also utilize outdoor areas, such as playgrounds and gardens, as extensions of the classroom, providing opportunities for children to connect with nature and engage in hands-on experiences.
• Well planned and organized continuous provision: We recognize the importance of play in children’s learning and development. Our continuous provision offers a range of carefully selected resources, materials, and activities that foster independent exploration, problem-solving, and creativity. Through play, children develop essential skills across all areas of learning, such as communication, social interaction, and critical thinking.
• Balance of adult-led and child-initiated learning opportunities: We provide a balance between adult-led and child-initiated learning experiences. While adults play an active role in guiding and facilitating learning, we also value children’s autonomy and their ability to take ownership of their learning. This balance allows children to develop independence, decision-making skills, and a sense of agency in their educational journey.
• Promotion of a love of learning through real-life experiences: We believe that learning should be meaningful and relevant to children’s lives. We incorporate real-life experiences, such as field trips, guest speakers, and community involvement, to enhance learning opportunities. By connecting learning to the real world, we ignite children’s curiosity, motivation, and passion for learning.
• Close links with local nurseries for smooth transitions: We establish strong partnerships with local nurseries to ensure a smooth and settled transition for children entering our school. We collaborate with nurseries to share information, support continuity of learning, and create a seamless transition experience for children and their families.
• Strong parental partnerships: We actively involve parents and carers in their child’s education through regular communication, parent meetings, workshops, and engagement opportunities. We provide resources, guidance, and support to empower parents in extending their child’s learning at home. By fostering strong parental partnerships, we create a collaborative learning community that enhances children’s educational experiences.
• Systematic approaches to teaching reading: We prioritize the development of reading skills and employ systematic approaches to teaching reading, including high-quality phonics instruction. We begin phonics teaching as early as the reception year to ensure all children have a strong foundation in phonemic awareness and decoding skills. We provide targeted support and interventions to meet individual needs, fostering a love of reading and enabling all children to become confident readers.
• Opportunities for children and families to develop a love of reading: We cultivate a love of reading by providing rich and varied literacy experiences. We have well-stocked libraries and reading areas, and we regularly promote reading through storytelling, book clubs, author visits, and literacy-themed events. We actively involve families in reading initiatives, encouraging them to read with their children and celebrate the joy of literature.

Through the implementation of these strategies, we aim to create a vibrant and supportive learning environment that fosters a love of learning, promotes active engagement, empowers children and families, and ensures all children have access to high-quality learning opportunities in both academic and holistic domains.

Impact

At The City School International, our implementation strategies aim to achieve the following outcomes and indicators of success:

• High levels of engagement and motivation: Through our stimulating learning environments, quality teaching, and emphasis on real-life experiences, we strive to foster a love of learning in our children. We expect to see children who are actively engaged, curious, and motivated, demonstrating a strong desire to explore, inquire, and discover. Their enthusiasm for learning supports their development as lifelong learners.
• Confident and capable readers: Our systematic approach to teaching reading, including high-quality phonics instruction, aims to develop confident and capable readers. We promote a love of reading through various initiatives, such as well-stocked libraries, literacy-themed events, and strong parental partnerships. We expect to see children who demonstrate a love of reading, engage in independent reading, and show competence in reading skills.
• Evidence of strong links with parents: Through regular communication, parent meetings, workshops, and engagement opportunities, we foster strong partnerships with parents. We expect to see evidence of active parental involvement, such as participation in school events, support for learning at home, and open lines of communication between parents and school staff.
• Children demonstrating the characteristics of effective learning: The implementation of our curriculum and teaching approaches should support children in developing the characteristics of effective learning as outlined in the EYFS framework. These characteristics include being motivated, resilient, independent, and having the ability to think critically and solve problems. We expect to see children who exhibit these characteristics and demonstrate readiness for the next stage in their learning.
• Happy, safe, and enjoyable school: Creating a positive and nurturing school environment is a priority for us. We strive to ensure that children feel happy, safe, and enjoy coming to school. We expect to see children who have positive attitudes towards school, demonstrate a sense of belonging, and exhibit overall well-being.
• Access to a balanced and challenging curriculum: Regardless of their background, needs, or abilities, we are committed to providing all children with a balanced and challenging curriculum. We aim to remove barriers to learning and provide appropriate support and accommodations. We expect to see evidence that all children have equitable access to the curriculum and are appropriately challenged based on their unique needs and abilities.
• Strong progress and a broad curriculum: We track and monitor children’s progress from their starting points, ensuring that they make strong progress throughout their early education. We offer a broad curriculum that encompasses various subjects and areas of development. We expect to see evidence of children’s progress, achievement, and engagement in a range of curriculum areas.
• Supported by well-trained and passionate adults: We recognize the importance of skilled and passionate adults in providing the best education for every child. Our staff undergo continuous professional development and are dedicated to supporting children’s learning and well-being. We expect to see evidence of well-trained and passionate staff who actively engage in professional growth and consistently strive for excellence.
• Achievement of the Good Level of Development (GLD): The GLD is a measure of children’s overall development and readiness for the next stage of their education. We aim for the percentage of children achieving the GLD within the Early Years Foundation Stage Profile (EYFSP) to be in line with or above the national average. This indicator reflects the effectiveness of our provision in preparing children for their next educational milestones.

By regularly monitoring and evaluating these outcomes and indicators, we ensure that our implementation strategies align with our goals of providing a high-quality EYFS education that prepares children for future success and fosters their overall development.

Learning in the EYFS

Play, Scaffolding, Modelling, Observing, Guided Learning, Direct Teaching

In our classroom, you may see children playing alone or with their peers, deciding on resources and choosing how to spend their time. You may see a child playing and listening to an adult, who is modelling how to achieve something or teaching a new skill that interests the child. Adults may scaffold a child’s play. This involves taking their play to higher levels of learning, entering the play as a co-creator and helping to provoke a framework for the children to go from “what they know” to “what else they could know”. Scaffolding enables a child to solve a problem, carry out a task or achieve a goal which is just beyond his or her abilities. During play, where foundational social and emotional skills are developed, scaffolding is a bridge to new skill levels using three key ingredients; modelling the skill, giving clues and asking questions while the child is trying out a new skill, and then as the child approaches mastery, withdrawing the support.

The EYFS statutory framework does not prescribe a particular teaching approach.

“Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.”

At TCSI the EYFS team carefully plans what the children learn in the classroom and through provision enables them to learn from their interests, alongside extending their knowledge and understanding through direct teaching. Each day, we stimulate children’s interests, respond to each child’s emerging needs and guide their development through warm, positive interactions coupled with secure routines for play and learning. As the children develop and their skills progress throughout the reception year, we use more direct teaching and modelling and plan specific sequences of lessons. These strategies help us to focus on teaching the essential skills and knowledge in the specific areas of learning so that the children can develop the skills and confidence required for the end of their reception year.

Key Features of Effective Practice

The best for every child

At The City School International (TCSI), there is a commitment to providing an equal chance of success for all children. This includes a focus on addressing any potential gaps in achievement or opportunities that may arise due to disadvantage or special educational needs and disabilities (SEND). Here are some ways TCSI ensures equal opportunities:

• High-quality early education for all: TCSI ensures that all children, regardless of their background, have access to high-quality early education. This means that every child, regardless of their socio-economic status, receives the same level of educational opportunities and support.
• Narrowing the gap: TCSI pays particular attention to children from disadvantaged backgrounds to “narrow the gap.” This means that additional support and resources are provided to these children to ensure they have the same opportunities for success as their peers.
• Inclusive education: TCSI promotes inclusive education, ensuring that all children are included in the learning environment.
• Extra help and support: TCSI ensure that SOD receive any additional help they may require promptly. This can include specialized interventions, individualized learning plans, or access to support staff who are trained to work with children with diverse needs. The aim is to enable these children to progress well in their learning and development.

By focusing on equal access, narrowing the gap, and providing inclusive education, TCSI aims to create an environment where all children have an equal chance of success, regardless of their background or individual needs.

High-quality care

At The City School International (TCSI), the experience of the children is the central focus of thinking for practitioners. This means that the well-being, care, and development of young children are given top priority. Here are some key aspects of how TCSI ensures the children’s experience is at the forefront:

• Well-being and care: TCSI places great emphasis on ensuring that young children are well cared for, creating an environment where they can thrive. This includes providing a safe and nurturing setting where children feel secure, supported, and valued. The well-being of children is prioritized to ensure they have a positive and healthy early childhood experience.
• Consistent high-quality care: TCSI maintains consistency in delivering high-quality care to children. Practitioners are committed to their role and enjoy spending time with young children. This enjoyment is reflected in their interactions and engagements with the children. Consistency helps create a stable and predictable environment, which contributes to children’s sense of security and well-being.
• Responsive interactions: Practitioners at TCSI are responsive to the needs and interests of the children. They actively engage with children, paying attention to their cues, interests, and developmental milestones. By being responsive, practitioners can effectively meet children’s individual needs and create meaningful interactions that support their learning and development.
• Positive relationships: TCSI practitioners prioritize forming effective and positive relationships with all children. Building strong relationships helps create a sense of trust, belonging, and attachment for children. Positive relationships also contribute to a supportive and inclusive learning environment where children feel comfortable and confident to explore, take risks, and learn.
• Independence development: Practitioners at TCSI actively support children in developing their independence. They provide age-appropriate opportunities for children to make choices, solve problems, and take on age-appropriate responsibilities. Supporting independence helps children develop self-confidence, resilience, and essential life skills that will benefit them as they progress through their early education and beyond.

By focusing on the children’s experience, providing high-quality care, forming positive relationships, and supporting independence, TCSI practitioners create an environment where children can thrive, grow, and develop to their fullest potential.

The curriculum

At The City School International (TCSI), the curriculum is carefully planned to ensure that the learning goals are identified and aligned with the children’s needs and interests. The curriculum follows the Educational Programs outlined in the Early Years Foundation Stage (EYFS) Statutory Framework and encompasses the seven Areas of Learning. Here are some key aspects of the well-planned EYFS curriculum at TCSI:

• Focus on children’s needs and interests: The curriculum is designed to meet the specific needs and interests of the children. TCSI recognizes that children learn best when their learning experiences are relevant, meaningful, and connected to their interests and prior knowledge. By incorporating children’s needs and interests, the curriculum becomes engaging, motivating, and personalized to support their development.
• Inclusive of the seven Areas of Learning: The EYFS curriculum at TCSI encompasses the seven Areas of Learning, which include Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. These areas provide a holistic approach to education, ensuring that children’s cognitive, social, emotional, and physical development is nurtured and supported.
• Foundational knowledge and understanding: The Early Years curriculum at TCSI is designed to provide children with the foundational knowledge and understanding they will need as they progress into Key Stage 1 and beyond. The curriculum focuses on building essential skills, concepts, and attitudes that form the basis for future learning. By establishing a strong foundation, children are better prepared for their educational journey.
• Development of the Characteristics of Effective Learning: TCSI aims to stimulate learners and engage them in developing the three Characteristics of Effective Learning, as outlined in the EYFS. These characteristics include Playing and Exploring, Active Learning, and Creating and Thinking Critically. By promoting these characteristics, TCSI encourages children to become active, curious, and independent learners who can explore, problem-solve, and think critically.

By carefully planning the curriculum, considering children’s needs and interests, and incorporating the seven Areas of Learning and the Characteristics of Effective Learning, TCSI ensures that children receive a comprehensive and inclusive early education. The curriculum prepares children with the essential knowledge, skills, and attitudes needed for future success and provides them with the best possible start to their educational journey.

Pedagogy

At The City School International (TCSI), every child is supported to make progress in their learning with the right help. Here are some approaches and practices implemented at TCSI to ensure children’s progress:

• Utilizing different approaches to learning: TCSI recognizes that children have diverse learning styles and preferences. Therefore, a variety of approaches to learning are employed to cater to the individual needs of children. This includes learning through play, where children actively engage in hands-on experiences, as well as learning through observation of adults and peers, guided learning, and direct teaching. By offering a range of learning approaches, TCSI ensures that each child has the opportunity to learn and progress in a way that suits them best.
• Enabling environments for high-quality play: Practitioners at TCSI carefully organize enabling environments, both indoors and outdoors, to facilitate high-quality play. These environments are designed to stimulate children’s curiosity, creativity, and exploration. They provide opportunities for children to engage in imaginative play, problem-solving, and collaborative activities. Through play, children develop important skills, such as communication, problem-solving, and critical thinking, while also fostering their social and emotional development.
• Guided learning and group work: In addition to play-based learning, children in the early years at TCSI also engage in guided learning and group work. Practitioners guide children’s learning by providing support, scaffolding, and targeted instruction to help them achieve specific learning objectives. Group work allows children to collaborate, share ideas, and learn from one another. This approach encourages social interaction, communication, and teamwork skills, while also promoting cognitive development.
• Progression throughout the year: As children progress throughout the reception year, they are gradually given more guided learning experiences. This progression ensures that children build upon their prior knowledge and skills, extending their learning and moving towards more independent learning. Practitioners at TCSI carefully plan and scaffold learning experiences to gradually challenge and support children as they develop and grow.
• Well-planned learning environment: TCSI places great importance on creating a well-planned learning environment, both indoors and outdoors. The environment is thoughtfully designed to provide a rich and stimulating context for learning. It includes a variety of resources, materials, and learning areas that support different aspects of children’s development and learning. The learning environment at TCSI is flexible, adaptable, and responsive to the changing needs and interests of the children.

By utilizing various approaches to learning, organizing enabling environments, incorporating guided learning and group work, and ensuring a well-planned learning environment, TCSI promotes children’s progress and supports their overall development in the early years.

Assessment

At The City School International (TCSI), assessments play a crucial role in informing planning and providing support for children’s learning. Here are some key aspects of the assessment process at TCSI:

• Informed by child development: Assessment at TCSI is based on a secure knowledge of child development. Practitioners have a deep understanding of the typical milestones and progressions in various areas of child development, including cognitive, physical, social, and emotional domains. This knowledge helps practitioners to effectively assess each child’s abilities and track their progress in relation to age-appropriate expectations.
• Clear expectations and support: Practitioners at TCSI have clear expectations about what children need to know and be able to do at each stage of their early education. These expectations are aligned with the Early Years Foundation Stage (EYFS) statutory framework and the curriculum goals. With this clarity, practitioners are equipped to provide targeted support and tailored interventions to meet the individual needs of children, ensuring they receive the appropriate assistance in developing their learning.
• Identification of additional support needs: Accurate assessment is used to identify children who may have special educational needs or require extra help in their learning. Through ongoing assessments, practitioners at TCSI can identify any gaps or areas where children may need additional support or intervention. This enables early identification of any potential challenges or developmental delays, allowing for timely and targeted interventions to address the specific needs of individual children.
• Moderation for consistent assessment: The EYFS lead at TCSI works collaboratively with other leads within the school to moderate assessments across each EYFS year group. Moderation involves reviewing and comparing assessments to ensure consistency and accuracy in the evaluation of children’s progress and achievements. This process enables all teachers within the EYFS to develop and apply a consistent and precise language of assessment, promoting alignment and coherence in assessment practices across the school.

By conducting assessments informed by child development, having clear expectations, identifying additional support needs, and implementing moderation processes, TCSI ensures that assessments are robust, reliable, and effective in informing planning and supporting the learning and development of all children in the early years.

Self-regulation

As part of our ‘Personal, Social, Emotional Development’ teaching provision we support each child’s ability to:

• hold information in mind,
• focus their attention,
• think flexibly,
• inhibit impulsive behaviour.
• These abilities contribute to the child’s growing ability to self-regulate:
• concentrate their thinking,
• plan what to do next,
• monitor what they are doing and adapt,
• regulate strong feelings,
• be patient for what they want,
• bounce back when things get difficult.

Partnership with parents

• We ensure that parents/carers have a strong and respectful partnership in the early years which enables children to thrive.
• We listen regularly to parents and give parents clear information about their children’s progress through face-to-face opportunities.
• Parents are encouraged to support their child’s learning and development at home as this has a significant impact on their child’s learning.
• We take the time to ‘get to know’ and understand the children and their families, enabling us to offer support as needed.
• Parents/carers are invited into school for a ‘Stay and Play’ session with their child prior to starting school. This provides parents/carers with the opportunity to familiarize themselves with the classroom environment and meet other parents.
• Parents/carers are given the opportunity throughout the year to engage in the wider school community.
• Parents are invited into school for regular parents’ meetings to provide an update about their child’s learning and progress.
• Parents/carers are kept up to date with events, learning and achievement via Seesaw and email.
• Children with additional needs have ‘shared conversations’ to ensure targets and progress are shared.
• We are flexible in our approach to communicating with parents/carers and adapt our communication methods to suit different preferences.

EYFS Statutory Framework

EYFS Principles

Indeed, the Early Years Foundation Stage (EYFS) is built upon four overarching principles that form the foundation for teaching and learning in the early years. These principles recognize the uniqueness of each child and emphasize the importance of positive relationships and stimulating environments. Here are the four principles of the EYFS:

• Unique Child: Every child is a unique individual with their own strengths, interests, and abilities. The EYFS acknowledges the importance of understanding and valuing each child’s individuality. This principle recognizes that children develop and learn in different ways and at their own pace. Practitioners strive to provide a tailored and inclusive learning environment that meets the specific needs of each child.
• Positive Relationships: Building positive and nurturing relationships is essential for children’s well-being and development. The EYFS emphasizes the importance of strong bonds between children and their practitioners, as well as positive interactions with peers and family members. These relationships provide a secure foundation for children to explore, take risks, and engage in meaningful learning experiences.
• Enabling Environments: The learning environment plays a crucial role in supporting children’s learning and development. The EYFS highlights the importance of providing stimulating and inclusive environments that foster curiosity, exploration, and active engagement. Practitioners create environments that are rich in resources, encourage independence, and promote hands-on experiences, allowing children to make choices and take ownership of their learning.
• Learning and Development: The EYFS recognizes that children learn and develop in holistic ways across various areas of learning. It identifies seven specific areas of learning and development: Communication and Language, Physical Development, Personal, Social and Emotional Development, Literacy, Mathematics, Understanding the World, and Expressive Arts and Design. These areas are interconnected and practitioners plan and provide experiences that promote progress and growth in each area, considering the unique needs and interests of each child.

By embracing these four principles, practitioners in the EYFS ensure that teaching and learning experiences are tailored to the individual child, promote positive relationships, create stimulating environments, and support holistic development across different areas of learning. These principles serve as a guide for providing a nurturing and effective early years education.

Characteristics of Effective Learning

The Characteristics of Effective Learning are fundamental behaviors and attitudes that children demonstrate when engaging in learning experiences. These characteristics play a crucial role in supporting children’s overall development and their ability to make progress in all areas of learning. Here are the three Characteristics of Effective Learning:

• Playing and Exploring: Children exhibit curiosity, energy, and enthusiasm when they play and explore. They actively engage with their environment, investigate and manipulate objects, and take risks in their learning. Through play, children develop their creativity, problem-solving skills, and the ability to make connections between different ideas and concepts.
• Active Learning: Active learning involves children being highly involved and mentally engaged in their learning. They show persistence and concentration when faced with challenges and actively seek out new experiences and opportunities to learn. By being actively involved, children develop their critical thinking skills, independent learning abilities, and self-motivation.
• Creating and Thinking Critically: This characteristic refers to children’s ability to use their existing knowledge and experiences to make connections, solve problems, and think critically. They engage in reflective thinking, make choices, plan and execute ideas, and evaluate their own learning. This enables children to develop higher-order thinking skills, such as analysis, synthesis, and evaluation.

By fostering these Characteristics of Effective Learning, practitioners provide an environment that supports children’s natural curiosity and enthusiasm for learning. They encourage children to explore, take risks, and engage in purposeful play. Meaningful learning experiences are designed to promote active engagement, critical thinking, and creativity. By developing these characteristics, children become confident, independent, and resilient learners who can apply their knowledge and skills in various contexts.

It is important to note that these characteristics are not limited to the early years but continue to be relevant throughout a child’s education journey, supporting their progress and success across different stages of learning.

7 Areas of Learning and Development

There are seven areas of learning and development that must shape educational programs in early years settings. All areas of learning and development are important and interconnected.

Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving.

These are the prime areas:

• communication and language
• physical development
• personal, social and emotional development

Children are also supported in the four specific areas, through which the three prime areas are strengthened and applied.

The specific areas are:

• literacy
• mathematics
• understanding the world
• expressive arts and design

“Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults.”

(EYFS statutory framework)

Weekly plans will be shared every Friday afternoon to keep parents updated about the children’s learning.