Intent

In the Early Years Foundation Stage at Watling Meadows Primary School, we place a strong emphasis on the holistic development of every child. We recognise that children develop physically, socially, verbally, cognitively and emotionally, and we are committed to providing an inclusive, nurturing environment that values and celebrates all cultures, communities and individuals.

Our intent is for children to develop into confident, independent and curious learners, who see themselves as capable and valued. We aim to support children to become increasingly autonomous, enabling them to make choices, express ideas and begin to direct their own learning journeys.

The EYFS curriculum is designed to:

• Reflect the four overarching principles of the Early Years Statutory Framework: The Unique Child, Positive Relationships, Enabling Environments, and Learning and Development.
• Build upon children’s prior learning and life experiences, ensuring sustained progress over time.
• Remain flexible and responsive, allowing children’s interests, fascinations and needs to shape learning opportunities.
• Enrich vocabulary and develop oracy, recognising spoken language as the foundation for learning and future achievement.
• Enable children to explore, investigate, make decisions and express their own ideas through purposeful play and interaction.
• Prepare children effectively for the next stage of their learning, ensuring a smooth transition into Key Stage 1.

Implementation

In EYFS, our curriculum is delivered through a well-sequenced and coherent approach, aligned with the four curriculum drivers adopted across the school: Excite, Experience, Expertise, Extend and Excel.

We achieve this through:

• Carefully planned, stimulating learning environments that provide rich opportunities for exploration, challenge and discovery, both indoors and outdoors.
• Thoughtful organisation of space, resources, activities and adult interaction, ensuring learning is accessible, inclusive and ambitious for all children.
• A balance of adult-led and child-initiated learning, enabling practitioners to model, scaffold and extend learning while valuing children’s independence and creativity.
• Annual thematic planning that provides structure and progression, while remaining adaptable to respond to children’s emerging interests and developmental needs.

Through high-quality interactions, observation and responsive teaching, we ensure that every child is nurtured, supported and challenged to grow in confidence, skills and understanding.

Impact

The impact of our curriculum is seen in pupils who are:

• Engaged, motivated and excited to learn, demonstrating curiosity and enjoyment across all subjects.
• Inclusive and respectful learners who value diversity, show empathy and collaborate positively with others.
• Secure in their knowledge and skills, able to remember more, understand more and apply learning effectively over time.
• Increasingly confident, articulate and reflective, with strong foundations in literacy, numeracy and wider curriculum areas.
• Well prepared for the next phase of their education, equipped with the academic, social and emotional skills needed to succeed.

We evaluate impact through ongoing assessment, pupil voice, work scrutiny and professional reflection, ensuring that our curriculum continues to meet the needs of all learners and remains ambitious, equitable and effective.