Home Page

The EYFS Curriculum

The EYFS Curriculum 


The EYFS framework outlines seven areas of learning and development and educational programmes.
There are three prime areas of learning, which are particularly important for your child’s development and future learning.


Prime Areas 

These skills are the foundations for children’s success in all other areas of learning and of life and underpin everything we do in Class 1.

  • Personal, social and emotional development

  • Communication and language

  • Physical development


There are four specific areas of learning, through which the prime areas are strengthened and applied.


Specific Areas 

These areas provide the range of experiences and opportunities for children to broaden their knowledge and skills.

  • Literacy

  • Mathematical development

  • Understanding of the world

  • Expressive arts and design


We also use your child’s needs and interests to plan challenging and enjoyable activities and experiences. If you would like any further information on the early years curriculum please click on the links below.

Monitoring Children's Progress


We work in partnership with you, sharing information about your child. Using observations to share your child’s key achievements. We use our professional knowledge to understand your child’s level of development. If we have any concerns about your child's progress, we will discuss these with you.


Formal assessments take place during the Reception Year:

  • Reception Baseline Assessment (at the start of the reception year)
  • Early Years Foundation Stage Profile (at the end of the EYFS)


Your child’s Early Years Foundation Stage Profile will be shared with you at the end of the EYFS. This will inform you of your child’s progress and whether they have met or are continuing to work towards their early learning goals (ELGs). There are 17 ELGs your child is expected to achieve by the end of the EYFS.

End of Year Expectations 


In Class 1 we follow the Early Years Foundation Stage (EYFS) curriculum. Our classroom is set up to encourage the children to explore, play and learn together. We have lots of lovely resources in our classroom and a fantastic outdoor area where we are always busy playing and learning together.


The EYFS curriculum is split into broad age ranges 

  • Birth to Three Year Olds
  • Three and Four Year Olds 
  • Children in Reception
  • By the end of Reception children should be meeting the Early Learning Goals.


Early Learning Goals




Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
Explain the reasons for rules, know right from wrong and try to behave accordingly.
Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships

Work and play cooperatively and take turns with others.
Form positive attachments to adults and friendships with peers.
Show sensitivity to their own and to others’ needs.

Communication and Language

Listening , Attention and Understanding 

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
Make comments about what they have heard and ask questions to clarify their understanding.
Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.


Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Physical Development

Gross Motor Skills

Negotiate space and obstacles safely, with consideration for themselves and others.
Demonstrate strength, balance and coordination when playing.
Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills 

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
Use a range of small tools, including scissors, paintbrushes and cutlery.
Begin to show accuracy and care when drawing.


ComprehensionDemonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
Anticipate (where appropriate) key events in stories.
Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.
Read words consistent with their phonic knowledge by sound-blending.
Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.


Write recognisable letters, most of which are correctly formed.
Spell words by identifying sounds in them and representing the sounds with a letter or letters.
Write simple phrases and sentences that can be read by others.



Have a deep understanding of number to 10, including the composition of each number.
Subitise (recognise quantities without counting) up to 5.
Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

Verbally count beyond 20, recognising the pattern of the counting system.
Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Understanding the World

Past and Present 

Talk about the lives of the people around them and their roles in society.
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture and Communities 

Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World 

Explore the natural world around them, making observations and drawing pictures of animals and plants.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Expressive Arts and Design

Creating with Materials

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Share their creations, explaining the process they have used.
Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive 

Invent, adapt and recount narratives and stories with peers and their teacher.
Sing a range of well-known nursery rhymes and songs.
Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music.