Early Years

“In Early Years, we learn through playing, exploring, discovering and growing together.”

As a Church of England primary school, our Christian values of Love & Kindness, Friendship, Respect, Justice, Freedom & Responsibility, and Equality are woven throughout our Early Years provision.

We believe that every child is unique, capable and full of potential. Our Early Years curriculum provides a nurturing, stimulating and inclusive environment where children feel safe, valued and confident to explore the world around them.

Our LIVE vision is reflected in Early Years through:

• L – Life-Long Learners: Developing curiosity, independence, resilience and a positive attitude towards learning.

• I – Immersive: Learning through meaningful play, practical exploration and engaging experiences indoors and outdoors.

• V – Valuing Diversity: Celebrating individuality, developing positive relationships and recognising different cultures, families and experiences.

• E – Enquiring Minds: Encouraging children to ask questions, investigate, solve problems and make discoveries.

Intent: What do we want our children to learn?

At Bickerton Holy Trinity, we believe that the Early Years Foundation Stage lays the foundations for lifelong learning, development and wellbeing. Rooted in our Christian vision of “Life in all its fullness” (John 10:10), our ambitious and inclusive curriculum nurtures happy, confident and curious children who are eager to explore, discover and grow.

We recognise and celebrate each child's unique starting point, providing meaningful experiences that develop the knowledge, skills, independence and positive attitudes needed to thrive. Our curriculum encompasses all seven areas of learning and development, with particular emphasis on the three prime areas: Communication and Language, Personal, Social and Emotional Development, and Physical Development. These provide the essential foundations for learning across the curriculum.

Reading is at the heart of our Early Years provision. Through carefully selected stories, rhymes, poetry and non-fiction, we inspire a love of books, enrich vocabulary, develop comprehension and ignite children's imaginations.

Above all, we aim to foster a love of learning, nurture positive relationships and encourage children to become resilient, independent and enquiring learners, well prepared for the next stage of their education.

Implementation: How do we teach in Early Years?

Our curriculum follows the statutory Early Years Foundation Stage framework and covers all seven areas of learning and development.

The three prime areas:

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

The four specific areas:

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Learning is carefully planned to build on children's prior experiences and develop knowledge and skills progressively.

We use a combination of adult-led teaching, adult-guided activities and child-initiated learning, ensuring that children benefit from both explicit instruction and purposeful play.

Themes, stories, celebrations, seasonal events and children's interests provide meaningful contexts for learning, while ensuring that essential curriculum knowledge is taught systematically.

Learning through play and exploration

Play is central to our Early Years approach.

Our carefully organised indoor and outdoor environments provide opportunities for children to explore, investigate, practise skills and develop independence.

Through purposeful provision, children learn to collaborate, solve problems, communicate ideas and make connections between different areas of learning.

Adults support learning through sensitive interaction, modelling, questioning and extending children's thinking.

We recognise the importance of the Characteristics of Effective Teaching and Learning:

• Playing and exploring

• Active learning

• Creating and thinking critically

These characteristics help children develop confidence, perseverance and the ability to approach learning with curiosity.

Communication, language and early reading

Developing strong communication and language skills is a priority throughout our Early Years curriculum.

Children experience a language-rich environment where adults model vocabulary, encourage conversation, share stories and provide opportunities for meaningful discussion.

High-quality books are carefully selected to develop children's knowledge, broaden vocabulary and inspire imagination.

Daily storytelling, rhymes, songs and opportunities to talk about books help establish a positive reading culture.

Systematic phonics teaching supports children in learning the relationship between sounds and letters, developing the foundations for early reading and writing.

Children are encouraged to become confident communicators who can express their needs, share ideas, listen to others and enjoy books.

Early mathematics

Our mathematics provision develops secure foundations in number, numerical patterns, shape, space and measures.

Through practical activities, mathematical talk, games and purposeful exploration, children learn to recognise relationships, explain their thinking and solve problems.

We place importance on developing deep number understanding, including subitising, counting, composition and comparison, rather than simply moving quickly through mathematical content.

Mathematical learning is reinforced through everyday routines and opportunities within continuous provision.

Personal development, relationships and wellbeing

We recognise that children's emotional security and sense of belonging are essential foundations for successful learning.

Through nurturing relationships, predictable routines and our Christian values, children develop confidence, independence and an understanding of how to care for themselves and others.

We support children in recognising and managing emotions, building friendships, resolving difficulties and developing positive learning behaviours.

Our approach reflects our commitment to relational and inclusive practice, supporting every child to feel safe, understood and valued.

Physical development and outdoor learning

Physical development is embedded throughout our Early Years provision.

Children have regular opportunities to develop gross and fine motor skills through movement, outdoor exploration, construction, creative activities and practical tasks.

Our outdoor environment supports physical confidence, coordination, independence and an understanding of the natural world.

We prioritise active, hands-on experiences and purposeful play, recognising the importance of movement, exploration and social interaction in early childhood.

Understanding the world and valuing diversity

Children develop their understanding of the world through first-hand experiences, observation, stories and exploration.

They learn about their families, communities, different cultures, celebrations and beliefs, alongside developing curiosity about the natural world and the past.

Our Christian vision provides a foundation for exploring values, spirituality, kindness and respect, while celebrating the diversity of our school community and wider society.

Inclusion and individual starting points

Every child enters Reception with their own experiences, strengths and developmental needs.

We use our knowledge of each child, alongside information from families and previous settings, to identify starting points and plan appropriate next steps.

Our approach reflects the principles of Ordinarily Available Inclusive Provision (OAIP), using high-quality interactions, modelling, visual support, scaffolding and carefully adapted provision.

Where children require additional support, we work closely with families and relevant professionals to promote participation, development and progress.

Working in partnership with families

We recognise parents and carers as children's first and most important educators.

Strong relationships with families support successful transitions, positive wellbeing and continuity between home and school.

Through regular communication, opportunities to share achievements and collaborative support, we aim to ensure that every child feels confident and secure throughout their Early Years journey.

Impact: How do we know our Early Years curriculum is successful?

The impact of our curriculum is reflected in children's development, wellbeing, growing independence and readiness for the next stage of learning.

By the end of Reception, we want children to:

• Communicate confidently: Listen, understand, express ideas and use an increasingly rich vocabulary.

• Develop early literacy: Enjoy books, apply their phonics knowledge and begin to read and write with growing independence.

• Build mathematical understanding: Demonstrate secure foundations in number, numerical relationships and mathematical reasoning.

• Develop positive relationships: Show kindness, cooperation, respect and increasing emotional awareness.

• Become independent learners: Make choices, manage routines and approach challenges with confidence.

• Explore and investigate: Demonstrate curiosity, creativity and the ability to solve problems.

• Develop physically: Show increasing coordination, control and confidence in movement and practical activities.

• Understand their world: Recognise similarities and differences, appreciate diversity and develop curiosity about people, places and the environment.

Teachers assess children's learning through observation, interaction, purposeful assessment and their knowledge of each child's development.

Progress is considered in relation to individual starting points and the Early Learning Goals, with the statutory EYFS Profile completed at the end of Reception.

We aim for children to make strong progress from their starting points and develop the foundations needed for a confident transition into Year 1.