Early Years Foundation Stage


The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of your child from birthday to 5 years old. At D’Eyncourt, it is our aspiration that children will become confident, self-motivated learners with the necessary skills and attitudes to achieve the best possible outcomes in their learning and development. At the same time, we want to help each child to develop the self-esteem, resilience, and confidence necessary for a full and happy life. This will be achieved through the delivery of a high-quality curriculum, the provision of a nurturing environment and the development of effective partnerships.

There are 4 key principles that underpin our practice in the EYFS at D’Eyncourt Primary School:

A Unique Child

We recognise that all children are different. We identify and celebrate their strengths and support their areas for development.

Positive Relationships

Our pupils interact well with each other and with the adults in the school. We encourage parents to be involved with their child’s education.

Enabling Environments

Our indoor and outdoor areas encourage exploration, investigation, and independent learning. Our displays and resources are well maintained and reflect current learning.

Learning and Development

Pupils achieve well and make good progress from their starting points. Learning is playful, practical, and purposeful and builds upon prior attainment. Our children enjoy coming to school.

EYFS Curriculum

The Early Years Foundation Stage (EYFS) sets the standards that all early year’s providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.”- EYFS Framework 2023.

In EYFS we believe that every child deserves the best possible start in life to enable them to achieve their full potential. We know that children quickly develop in the early years and that a child’s experiences between birth and 5 years have a major impact on their future life chances. At D’Eyncourt Primary we ensure all children access high quality teaching and learning to gain knowledge and develop the skills needed to be successful learners in EYFS and beyond. We ensure that all children make good progress and that they gain a secure foundation by planning for the learning and development of each individual child and continually reviewing the impact of this.

Our curriculum has been designed by planning carefully thought out skills and knowledge to meet the needs of the children at D’Eyncourt Primary School for all of the 7 areas of learning. We used the EYFS framework (view framework) to give us a base for our learning and then considered other knowledge and skills based on research that we know are important for our children to plan an ambitious and exciting curriculum to ensure our pupils are engaged and enjoy learning and therefore make fantastic progress.

Prime areas of learning:

  • Communication and Language (Listening, Attention and Understanding; and Speaking)
  • Personal, Social and Emotional Development (Self-regulation, Managing Self and Building Relationships)
  • Physical Development (Gross motor skills and Fine motor skills)

Specific areas of learning:

  • Literacy (Comprehension, Word reading and Writing)
  • Maths (Number and Numerical patterns)
  • Understanding of the World (Past and present; People, Culture and Communities; and The Natural World)
  • Expressive Arts and Design (Creating with Materials and Being Imaginative and Expressive)

Autumn Curriculum Overview 2023

Reception Learning Environment

In Reception, we are a 45-intake cohort, which is split into two classes of 22 and 23. We only split into classes for registration and carpet times, after this we work as a unit rather than as two separate classes, encouraging the children to build relationships with all of the children and staff. The children are also encouraged to free flow between the two classrooms during their child-initiated time making sure they have access to all activities and resources.

What you will find whilst in our Reception area:

  • Writing areas containing various writing implements and papers as well as envelopes and examples of good writing.
  • A book corner containing a range of fiction, non-fiction, and poetry books.
  • Maths resource area which allows children to select appropriate items to help them solve practical problems.
  • A creative area containing resources for a range of art and design activities.
  • A construction area containing resources for developing fine motor skills, social interaction and problem-solving.
  • A small world area which allows children to extend fine motor skills, engage in imaginative play and develop language.
  • A home corner where the children can role-play and develop “real life” scenarios.
  • A physical development area for developing fine motor skills

We also have access to a wonderful outdoor space which the children have access to daily, the children are encouraged to work on their gross motor skills whilst outside. They can work on their running, climbing, riding and balancing skills. As well as having access to lots of different activities like our construction area, mud kitchens and play house.

EYFS Baseline

What is the EYFS Baseline?

All children starting in Reception participate in the reception baseline assessment (RBA) within the first 6 weeks of starting Reception. The purpose of the assessment is to provide the starting point for a new measure that will help parents understand how well schools support their pupils to progress between reception and year 6.

The baseline assessment is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with. It became statutory for all schools from September 2021.

The baseline assessment is not about judging or labelling the children or putting them under any pressure. Children cannot ‘pass’ or ‘fail’ the assessment. Its main purpose is to create a starting point to measure the progress schools make with their pupils.

Please see the attached leaflet for more information:

View Information for Parents – Reception Baseline Assessment

EYFS Profile

What is the EYFS Profile?

The EYFS profile is sometimes known as the early years profile or EYFSP. It summarises a child’s attainment at the end of the Early Years Foundation Stage (EYFS), which is when they finish in Reception. In September, the child will then move into key stage 1 as they enter their year 1 class.

The EYFS profile summarises a child’s attainment against the early learning goals. There are seventeen early learning goals (sometimes shortened to ELGs) across all the Areas of Learning. The early learning goals are the goals or targets that children are working to achieve by the end of Reception. The goals cover a range of skills that children will have been learning and practising throughout the Early Years Foundation Stage.

How will the profile be completed?

Reception teachers will use their knowledge of what each child knows, understands and can do in order to decide the outcomes presented in the profile. They will also take into account the views of other people, including parents and carers, other members of staff and other agencies, such as childminders or speech and language teachers.

For each of the seventeen early learning goals, children will be awarded an outcome.

This will be either:

  1. ‘Emerging’ – meaning that the child is not yet reaching the expected level
  2. ‘Expected’ – meaning the child has reached the expected level

These outcomes will be shared with the child’s parents/carers and their year 1 teacher. Remember, there is no need to worry if your child is given an emerging level for one or more of the goals. Children develop at different rates and the main purpose of the profile is to provide support for each child at the correct level as they continue through the school. The main purpose of the EYFS profile is to help create a smooth transition into year 1. The profile results will be shared and discussed with the child’s year 1 teacher to enable them to plan activities to meet the needs of all children in the class and to develop an understanding of each child’s needs.

Please see the EYFS Profile handbook for more information:

View EYFS Handbook

How can you help at home?

Starting Primary School is a huge step in a child’s educational journey, and it is very important that we help our children as much as we can, to ensure it is a smooth transition. There are a few things that you could do to aid this transition and to help your child settle into School life as easily as possible, such as:

  • Encourage your child to put their own coat on.
  • Encourage your child to attempt to zip their coat.
  • Encourage them to put on their own shoes.
  • Encourage your child to go to the toilet independently.
  • Encourage your child to recognise their own name.
  • Encourage your child to eat with a knife and fork.
  • Share more stories with your child which will expose them to new vocabulary.