Early Years foundation stage (eyfs)


At Millfields Primary School, we provide our children with a curriculum that is designed to be flexible, engaging and exciting so that their needs, passions and interests are embraced. The ability to learn is underpinned by the teaching of basic skills, knowledge and values that equips our children for their future successes. We inspire our children to become accomplished, happy individuals, ready to reach their full potential in an ever-changing world. Throughout Reception, children will have opportunities to develop their social skills and form positive relationships with peers and adults alike. They develop skills in turn-taking & sharing and are given opportunities to practise these skills in a safe and nurturing environment. We inspire them to take the opportunities offered and develop their sense of wellbeing and ability to regulate their feelings so that they feel confident in our school.


Our curriculum follows the Early Years Statutory Framework for the Early years Foundation Stage. This document specifies the requirements for learning and development in the EYFS and provides the prime and specific areas of learning we must cover in our curriculum.

Through our knowledge of each child and formative assessments exciting and engaging activities are created and planned that will move the children’s learning forward. This may involve following a class theme where we take advantage of cross curricular links in order to combine transferable skills and develop a wide-ranging vocabulary which underpins the children’s learning. A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily/weekly basis. We constantly provide enhancement opportunities to engage learners and link to our topics. As well as learning through the continuous provision, children also access Adult Directed activities in which adults teach children particular skills, with objectives taken from Development Matters.

As a school we follow the Letters and Sounds document for synthetic phonics, using a wide range of physical and online resources to support this. Every child has access to a phonics session every day with intervention opportunities for those who find this area of learning more difficult. Children are encouraged to transfer the skills they learn in phonics sessions into their independent reading and writing in the continuous provision.

Children in EYFS learn by playing and exploring, being active and thinking critically and creatively and this takes place both indoors and in our outdoor area. Our outdoor area is open all year round and in all but the most challenging weather conditions. Children make their own decisions about where they learn best and the teacher ensures that there are opportunities for all areas of learning both inside and outside. Each year creates its own unique blend of whole class, guided, adult directed play and child-initiated play activities depending on the nature and needs of the class of individuals.

The EYFS team records children’s learning through photos and videos which are shared with parents using the Tapestry online system. This means that parents can engage with children regularly about their learning and can contribute to the knowledge we have of the child in school. Parents are active and enjoy using Tapestry to record the milestones children make at home during the year.


The impact of the EYFS curriculum is reflected in having well rounded, happy and confident children transitioning into Year 1, who will grow to be confident, competent lifelong learners and good citizens. We measure progress and children’s learning across the year through formative and summative assessments which are based on the teacher’s knowledge of the child, photographs and videos on recorded Tapestry. We aim for the majority of the children to achieve a Good Level of Development.

Early Years Foundation Stage (EYFS) Leader - Mrs Katie Thompson

Deputy Early Years Foundation Stage (EYFS) Leader - Mrs Rhiannon Macdonald

Early Years Foundation Stage (EYFS) Link Governor - Mrs Leigh-Ann Munt

The Early Years Foundation Stage (EYFS)

It sets out:

  • The legal welfare requirements that everyone registered to look after children must follow to keep your child safe and promote their welfare.

  • The 7 areas of learning and development which guide professionals’ engagement with your child’s play and activities as they learn new skills and knowledge.

  • Assessments that will tell you about your child’s progress through the EYFS.

  • Expected levels that your child should reach at age 5, usually the end of the reception year; these expectations are called the 'Early Learning Goals (ELGs)'.

How will my child learn?

The EYFS Framework explains how and what your child will be learning to support their healthy development.

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.

Children should mostly develop the 3 prime areas first. These are:

  • Communication and language;

  • Physical development; and

  • Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning.

As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

  • Literacy;

  • Mathematics;

  • Understanding the world; and

  • Expressive arts and design.

These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

Early Years & Foundation Stafe (EYFS) Leader - Mrs Katie Thompson

Deputy Early Years & Foundation Stafe (EYFS) Leader - Mrs Rhiannon Macdonald

Design & Technology (D.T.) Link Governor - Mrs Leigh-Ann Munt