The Foundation Stage begins when children reach the age of three and it continues into a child’s first year of school, also known as the Reception Year. Children learning in Nursery and Reception classes are known as Early Years children and follow the Early Years Foundation Stage (EYFS) Framework. 

In Early Years, we foster the child’s own interests, needs and stages of development and offer activities which extend, enrich and develop potential both inside and outside the classroom. We believe EYFS is a very important stage in a child’s life as it helps prepare for school ‘readiness’ as well as preparing them for their future learning and successes. Children’s Early Years experiences should be fun, active and secure, therefore enabling and supporting their physical development and learning needs.  Early Years at Boothstown Methodist Primary School provides a safe, happy and caring environment where children learn and achieve through purposeful and carefully planned play.

Children in both our Nursery and Reception classes follow the EYFS curriculum, which has seven main areas of learning.

The Prime Areas:

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development

The Specific Areas:

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts

The teaching of these areas of learning is practical and playful with support and challenge from adults in class sessions, small group sessions and working with individuals. There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”.

At Boothstown Methodist Primary School, we strive to develop these key characteristics of Playing and Learning, Active Learning and Thinking Critically in order to give the children the skills that they will continue to draw upon throughout their development. All of the crucial skills, knowledge and vocabulary that we teach are presented to the children throughout the year which following their lead, encompasses a range of topics. A vital part of the Curriculum is therefore the transition period when the children enter our classrooms and we get to know more about them and their interests.

Our learning environments, both inside and outside, are also adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. The environments are developed to promote independence within our children and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.