EYFS (Early Years Foundation Stage)
At Cullercoats Primary School, our EYFS provision aims to provide every child with the best possible start to their education. We focus on developing confident, independent learners who are ready for Key Stage 1. Our curriculum intent aligns with the statutory EYFS framework and reflects principles from the DfE Reading and Writing Frameworks, ensuring early literacy and numeracy are prioritised.
HEAD OF EYFS - MS JEN MCCALL
INTENT
At Cullercoats Primary School, our EYFS provision aims to provide every child with the best possible start to their education. We focus on developing confident, independent learners who are ready for Key Stage 1. Our curriculum intent aligns with the statutory EYFS framework and reflects principles from the DfE Reading and Writing Frameworks, ensuring early literacy and numeracy are prioritised.
Our six core aims for every child are:
• To have fun, discover talents, and celebrate successes.
• To develop a love of learning and curiosity about the world.
• To build confidence and resilience for future challenges.
• To understand how to stay healthy and safe.
• To form positive relationships based on respect and compassion.
• To appreciate the world and be inspired to make a difference.
Our intent is underpinned by EEF guidance on Communication and Language, Self-Regulation, and Play-Based Learning, ensuring children develop strong foundations for lifelong learning.
IMPLEMENTATION
Our EYFS curriculum is delivered through a balance of adult-led and child-initiated activities, following the statutory framework and enhanced by our process-based curriculum. Key features include:
• Systematic Synthetic Phonics using Oxford Floppy’s Phonics.
• Drawing Club to develop creativity and language.
• Maths Mastery through White Rose Maths.
• Continuous provision planned using Early Excellence principles, offering high-quality open-ended resources.
• Outdoor learning and community engagement to enrich experiences.
We make full use of our school grounds and local area to provide rich learning experiences. Children visit:
• Local green spaces and the beach for environmental and scientific exploration.
• Community amenities such as the library and post office to develop real-world understanding.
• Community gardens and heritage sites to learn about sustainability and local history.
• Rockpool School and visiting farms to explore nature and food production.
We engage with community events such as the Heritage Festival and national initiatives including Farmer Time. Children also participate in school-wide events such as Science Week and World Book Day, and benefit from visits by authors and inspirational speakers.
Outdoor learning is a key strength of our provision. Children access our all-weather outdoor area daily, which supports physical development and exploration in all conditions. Our willow orchard provides a natural space for imaginative play, science investigations, and environmental learning. OPAL lunchtimes further enhance opportunities for creative, active play, promoting social skills, risk management, cross-phase play and resilience.
Inclusion is central to our approach. We provide adaptive teaching strategies to meet the needs of all learners, ensuring equity and personalised learning. Our provision includes targeted interventions, differentiated resources, and access to our sensory room for children who require additional support for regulation and engagement. Staff work closely with families and external agencies to ensure every child thrives.
Quality stories through text, animation, and storytelling are embedded across our curriculum. These experiences foster a love of reading, develop vocabulary and comprehension, and provide opportunities for children to understand the diverse world beyond their personal experiences. Stories are carefully selected to reflect different cultures, traditions, and perspectives, supporting inclusion and promoting respect for diversity.
Although there is a strong focus on early reading and number, we are committed to providing children with a rich and balanced curriculum that celebrates art, music, movement, and culture. These experiences nurture creativity, self-expression, and cultural awareness, ensuring children develop a broad range of skills and an appreciation for the arts alongside core academic foundations.
Transition
We recognise that effective transition is vital for children’s emotional well-being and educational success. At Cullercoats Primary School, we have robust processes to support transitions:
• From home to nursery: We work closely with families, offering visits, stay-and-play sessions, and sharing information to ensure a smooth start.
• From nursery to reception, ad reception to year 1: Our staff collaborate to share detailed knowledge of each child’s development, interests, and needs.
• From external providers to reception: We liaise with childminders and other settings to gather comprehensive information and plan personalised support.
• From nursery to other reception providers: We provide transition reports and support families through the process.
We are committed to identifying children’s needs early and ensuring transitions are well-informed and supported through strong partnerships with parents and professionals.
Planning is flexible and responsive to children’s interests, supported by ongoing formative assessment. Staff use Seesaw to share learning with parents and plan next steps collaboratively.
Our approach reflects Rosenshine’s Principles of Instruction through clear modelling, scaffolding, and regular review. Quality interactions, including sustained shared thinking, are central to our pedagogy, promoting language development and problem-solving.
EEF recommendations on self-regulation and executive functioning inform our practice, ensuring children develop independence and resilience.
IMPACT
By the end of EYFS, children at Cullercoats Primary demonstrate:
• Independence, resilience, and a love of learning.
• Secure phonics knowledge and early number skills.
• School readiness and understanding of expectations.
Progress is measured through formative and summative assessments, phonics tracking, and observations. Our outcomes match or exceed national and local benchmarks across the 17 Early Learning Goals. Almost all children make more than expected progress from their starting points.
Our provision aligns with Ofsted’s focus on early reading and writing, the DfE Reading Framework, and EEF evidence on effective early years practice. The EYFS team works closely with the Local Authority and uses action plans based on national priorities and best practice.
References and Evidence Base
• Education Endowment Foundation (EEF): Communication and Language.
• EEF: Self-Regulation Strategies.
• EEF: Play-Based Learning.
• Oxford Floppy’s Phonics Programme.
• DfE Reading Framework (2023) and Writing Framework.
• Rosenshine’s Principles of Instruction.
• Statutory EYFS Framework.
SKILLS MAPPING DOCUMENTS