EYFS Curriculum


In EYFS at Little Gonerby CE Primary Academy, we provide an education which nurtures the whole child to enable them to reach their full potential. Our Christian values underpin everything we do. We have created a curriculum which celebrates and values individuals and cherishes the qualities and differences those individuals bring - cherishing everyone, flourishing together.

We know that children in the Early Years learn best through play and we provide challenge and encourage deeper thinking through interactions and carefully planned, play-based experiences and opportunities, which enable our pupils to become independent, creative, imaginative children with a well-established love of learning.


‘I have come that you may have life in all its fullness’ John 10:10


At Little Gonerby CE Primary Academy, we meet the welfare requirements set out in the Early Years Statutory Framework and actively safeguard and promote the welfare of all of the children. This Framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum.


Prime Areas

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


Specific Areas

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design


We also incorporate the characteristics of effective learning (COEL) into all teaching and learning experiences. We use a positive behaviour management system as outlined in our behaviour policy and through the carefully planned curriculum, children are taught values and attitudes as well as knowledge and skills that will encourage self-discipline and teach them to respect themselves, others and property.


At Little Gonerby CE Primary Academy we believe that our pupils learn best through a balance of child-initiated and adult-directed activities; the timetable is carefully structured so that children have quality focused teaching in addition to a high proportion of independent access to provision. The environment is carefully planned for to support the children apply taught skills within their independent learning. Adults then support and challenge children within provision.


Children take part in daily phonics, Maths and Reading activities, with PSED and Topic activities weekly. During group work, children work with an adult to deepen their understanding within these areas. This focused group time means the teacher can thoroughly check for understanding, identify and respond to misconceptions quickly and provide instant verbal feedback to deepen and cement the acquisition of new learning.


We carefully observe, monitor and assess every child’s starting point. To achieve an accurate baseline, assessment of individual children’s attainment starts  as soon as they enter the setting. During the first two to three weeks from the child’s point of entry, EYFS staff immerse themselves in working, playing and interacting with the children to that they recognise their learning and development and can make accurate judgements about their development. We then use this information, home information, preschool/ nursery information, knowledge and understanding of the child alongside our professional experience to carefully plan next steps for the children that sufficiently challenges them.


We have devoted time considering the importance of high quality interactions as well as providing a rich, language learning environment with supported language learning opportunities. Building good relationships with children is essential for high quality interactions to occur and this is at the heart of our practice.


We understand that effective questioning can form the bridge between short and long term memory and children remembering what they have been taught. We take every opportunity to develop children’s thinking more deeply, enabling us to target probing questions to our most able children.


We work closely with parents, understanding that they are a child’s first educator and therefore our relationships with parents and carers is crucial. Prior to their child starting their journey of learning with us, parents and carers are invited for transition meetings and informed that their involvement is instrumental to their child’s success in the early years. We maintain good lines of communication with parents and carers using the online tool ‘Tapestry’ as well as having a welcoming open door policy.