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Parents’ Guide to the Early Years Foundation Stage Framework

A Nursery Where Children are Happy to Learn


Little Trinity Nursery is a warm and friendly establishment where the children positively blossom in this creative, happy environment. We recognise that children have a variety of talents and enjoy working on different tasks and at different speeds. Little Trinity Nursery provides opportunities for each child to experience:


  • Social and communicative skills

  • A wide range of creative activities

  • Number skills through practical activities

  • Using technology to aid learning

  • Explore and create music

  • A range of physical activities – we have and outdoor play area and PE sessions weekly.

  • A range of cultural activities.

Curriculum


All activities/ work are planned on the Early Years Foundation Stage Framework. Ofsted carry out inspections on a regular basis to ensure that goals and standards are being met by the Nursery. Information is given to parents/carers each week to show what is on offer for the children. This allows parents/carers to become involved in their child’s learning.

The framework that the Nursery uses as guidance for our youngest pupils is the ‘Early Year’s Foundation Stage 0 -5’ Framework.

The Early Years Foundation Stage Framework aims to educate all children in a manner which enables them to grow socially, emotionally, physically and intellectually whilst remaining happy and secure.

Little Trinity

Little Trinity

The framework takes as its focus ‘the child’ and steers away from subjects and distinct curriculum headings.

The framework is taught through a variety of topics which might include, transport, stories, growth, the environment etc. Regular observations are completed on the children and information from these is then used for future planning, therefore enabling us to plan activities that are of interest to the children at the time. The children’s development and progress will be at different rates so the framework caters for the less able and for those who need more of a challenge. We do not expect all of the children to achieve all of the tasks at the same time.

There are seven areas of learning to the framework and these aspects are divided into components. We use these areas of learning and components to plan activities suitable for the children. Planning should focus on the three prime areas for children under 3 years. These areas are Personal, Social and Emotional Development, Communication and Language and Physical Development. There are also 4 specific areas; Literacy, Mathematics, Understanding the World and Expressive Arts & Design. The children will cover these areas in more detail as they progress through to Kindergarten. Each area of learning have goals that children are expected to achieve by the end of Year Reception.

Below are the seven areas of learning components and the goals for each area:

PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT

  • Making relationships

  • Self-confidence and self-awareness

  • Managing feelings and behaviour

  • ---

Goals

  1. Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.

  2. Children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

  3. Children talk about how they and others show feelings, talk about their own and others’ behaviour and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow the rules. They adjust their behaviour to different situations and take changes of routine in their stride.

COMMUNICATION & LANGAUGE

  • Listening and Attention

  • Understanding

  • Speaking

  • ---

Goals

  1. Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

  2. Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

  3. Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

PHYSICAL DEVELOPMENT

  • Moving and Handling

  • Health and self-care

  • ---

Goals

  1. Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, negotiating space. They handle equipment and tools effectively, including pencils for writing.

  2. Children know the importance for good health of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

LITERACY

  • Reading

  • Writing

  • ---

Goals

  1. Children read and understand simple sentences. They use phonic knowledge to decode regular words and read then aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

  2. Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

MATHEMATICS

  • Numbers

  • Shape, Space and Measure

  • ---

Goals

  1. Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

  2. Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes an use mathematical language to describe them.

UNDERSTANDING THE WORLD

  • People and communities

  • The world

  • Technology

  • ---

Goals

  1. Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others and among families, communities and traditions.

  2. Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes.

  3. Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

EXPRESSIVE ARTS AND DESIGN

  • Exploring and using media and materials

  • Being imaginative

  • ---

Goals

  1. Children sing songs, make music and dance and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

  2. Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

The EYFS Framework exists to support all professionals working in the EYFS to help your child, and was developed with a number of early years experts and parents.




  • 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)”

Little Trinity Early Years Foundation Stage