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Our EYFS Curriculum

The Four Principles of the EYFS


The statutory framework is based on four guiding principles which shape practice in our Early Years Classes. These are: 


  • Unique Child- every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured.

  • Positive Relationships- children learn to be strong and independent through developing positive relationships

  • Enabling Environments- children learn and develop in an environment which is personalised to their individual interest and needs and helps them to build their learning over time. Children benefit from a strong partnership between school and home.

  • Learning and Development- all children learn and develop at different rates.


The long term plans for the EYFS can be found here:




At Trinity C of E Primary School, we offer a curriculum rich in wonder and memorable experiences.

Our curriculum is designed to challenge and inspire our children, encouraging them to develop into independent, motivated learners who are curious about the world around them. We provide stimulating and engaging learning experiences which  foster curious, interested learners who seek new challenges, believe in themselves and interact positively with others.


Our children are nurtured within a happy, caring and safe environment where they are encouraged to explore, enquire and take risks both inside and outside of the classroom. We focus on the development of every child as an individual, valuing and building on their previous experiences and responding to their individual needs.


We understand that play is an integral part of learning and it is at the heart of our Early Years curriculum. We believe that a mix of adult led and uninterrupted child-initiated play ensures the best outcomes for our pupils. Warm and positive relationships between staff and children, consistent routines and strong relationships with parents are key. Our children make rapid progress within a child centred context allowing a smooth transition into Key Stage 1



At Trinity C of E Primary we follow the Early Years Statutory Framework for the Early Years Foundation Stage. Our curriculum is shaped by the seven areas of learning outlined in the Framework:

Prime Areas

Personal, Social and Emotional Development

Physical Development

Communication and Language Development


Specific Areas



Understanding the World

Expressive Arts and Design


We also incorporate the characteristics of effective teaching and learning into all teaching and learning experiences.


In the EYFS, we introduce a new topic every 3 weeks. These topics provide inspiration for learning while providing the flexibility for children to follow their own interests and ideas. Our topics are coherently planned to build upon the children’s current knowledge and understanding. The pupils are encouraged to wonder and ask questions about what they are learning and this information is used to plan subsequent lessons.


Our learning environment is adaptable in order to reflect children's interests and progression. The children are supported to learn to work together, manage their feelings and ask questions through skilled adult facilitated play.


We prioritise creating a ‘language rich’ environment through the use of songs, nursery rhymes, stories and providing time for quality interactions between adults and between peers. We have a ‘song/rhyme of the week’ which children practise daily with their class teacher.


Reading is at the heart of our curriculum and children are encouraged to become early readers through enjoyment of books and the systematic teaching of phonics. Phonics is taught daily using the Little Wandle scheme. Our topics are supported by quality key texts which have been carefully selected to support the children’s language development. These texts support the teaching of writing in the EYFS which is taught using ‘The Write Stuff’ approach.


We want our children to become confident mathematicians who can apply what they have learnt to real life experiences. We follow White Rose Maths and the children develop their mathematical thinking through direct teaching and exploration.


Parents have a crucial role to play in their children's education which is why we work hard to create strong partnerships between home and school. Parents are regularly informed about their child’s progress through Evidence Me, parents evenings, written reports and Class Dojo. They are provided with the expectations and requirements needed to meet the age related expectations.


As part of the learning and teaching process, children are assessed in relation to their progress towards the Early Learning Goals. These judgements are made on the basis of accumulative observations, adult led learning activities and in-depth knowledge of the children acquired through ongoing assessment. These ongoing assessments are used to inform planning and next steps in teaching and learning for all children throughout the year. Planning is flexible and responsive to children’s needs and interests.




Through the delivery of a well-planned, child-led and challenging curriculum we aim that the pupils will leave the Early Years Foundation Stage as independent learners, with transferable skills needed to start Key Stage One.

The impact of our curriculum is measured by daily observations and assessments and internal termly data.

This will be measured at the end of Reception as to whether the pupils have achieved a Good Level of Development. We aim that our pupils will leave our Foundation stage ready for the next stage in their education and ready for year 1 by:- 


  • Using their phonics knowledge to read words and sentences accurately with increasing speed and fluency.

  •  Write simple sentences. 

  • Understanding and using early numbers 

  • Having good personal, physical and social skills. 

  • Enjoying, listening attentively and responding with comprehension to familiar stories and rhymes. 

  • Demonstrating positive attitudes to learning through high levels of curiosity, concentration and enjoyment.

  •  Children will listen intently and respond positively to adults and each other.

  • Being resilient learners who are keen to learn and are proud of their achievements.

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