Milburn Primary School & Nursery

EYFS (Early Years Foundation Stage)

Early Years Foundation Stage (EYFS) Curriculum

At Milburn Primary School, our Early Years Foundation Stage (EYFS) provides children with a strong foundation for lifelong learning. We believe that the early years are a crucial time in a child’s development and are committed to offering high-quality education, care, and support that enables every child to thrive.

Guided by Development Matters (2021) and current educational research, we reflect regularly on our practice to ensure it meets the highest standards. Our provision is shaped by the Seven Key Features of Effective Practice and informed by evidence-based approaches, including guidance from the Education Endowment Foundation (EEF).

The Best for Every Child

At Milburn Primary School, we believe that every child deserves the best possible start in life. We recognise that children join us with a wide range of experiences and abilities, and we work hard to ensure that all pupils have equal opportunities to succeed.

Children are carefully assessed when they begin in our Early Years to help us identify their strengths and any areas where they may need additional support. This allows us to plan learning experiences that address gaps and build on existing knowledge.

We provide rich, real-life learning opportunities, making the most of our rural setting and local community to enhance children’s understanding of the world and develop their vocabulary. High-quality stories, rhymes, songs, and discussions are embedded in daily practice to foster a love of language and learning.

We are committed to inclusion and work closely with families and external agencies to ensure that any special educational needs or disabilities are identified early and supported effectively.

High Quality Care

Children’s wellbeing is at the heart of everything we do. Our nurturing and supportive environment ensures that children feel safe, valued, and confident to explore and learn.

Each child is supported by a key adult who develops a strong relationship with them and their family. This helps children feel secure and ensures that their individual needs are understood and met.

We offer a thoughtful transition into Nursery and Reception through opportunities such as visits, stay-and-play sessions, and close communication with parents. This helps children settle quickly and develop positive attitudes towards school.

Our Curriculum – What We Want Children to Learn

Our EYFS curriculum is carefully designed to be progressive, coherent, and engaging. It begins when children enter Nursery and continues through to the end of Reception.

We aim for children to:

• Develop secure foundations in all seven areas of learning
• Build knowledge and skills over time
• Become confident, independent learners
• Remember and apply what they have learned

Our curriculum is supported by skills progression documents and continuous provision plans that ensure learning becomes more challenging as children develop. Practitioners use these alongside assessments and children’s interests to plan meaningful learning experiences.

In Reception, the statutory Educational Programmes guide teaching but do not limit our curriculum. Learning is shaped to meet the needs of our pupils and our local context.

Pedagogy – How Children Learn

We believe that young children learn best through a balance of:

• Play-based learning
• Adult modelling
• Guided group work
• Direct teaching
• Observation and exploration

In Nursery, learning is predominantly child-initiated, with adults providing support and challenge. In Reception, children experience increased direct teaching alongside opportunities to apply learning independently.

Our learning environments are carefully organised to be stimulating, purposeful, and inviting. Continuous provision is regularly enhanced to reflect current learning, children’s interests, and next steps.

Assessment – Checking What Children Have Learned

Assessment in EYFS at Milburn Primary School is purposeful and unobtrusive. Our highly trained staff use observation, interaction, and professional judgement to understand each child’s progress.

We prioritise meaningful engagement with children over excessive paperwork. Assessment information is used to:

• Inform planning
• Identify next steps
• Provide targeted support
• Celebrate achievements

At the end of Reception, teachers complete the Early Years Foundation Stage Profile, which is shared with parents.

Self-Regulation and Executive Function

We recognise that strong communication and language skills are essential for children’s self-regulation and learning.

Children’s speech and language development is assessed early, and appropriate support is provided where needed. Through daily interactions, storytelling, and structured activities, children develop confidence in expressing their thoughts and feelings.

We promote the Characteristics of Effective Learning, helping children to become resilient, curious, and motivated learners. Visual and practical strategies are used to support emotional understanding and self-regulation.

Partnership with Parents

We value strong partnerships with parents and carers and recognise their vital role in children’s development.

We promote open communication through daily conversations, meetings, workshops, and shared learning opportunities. Parents are encouraged to support learning at home through reading, talking, and playing with their children.

We share information about children’s learning and progress regularly and welcome contributions from families about achievements and experiences outside school.

Evidence-Based Practice

Our EYFS provision is informed by current research and national guidance. We ensure that staff engage in ongoing professional development and remain up to date with best practice in early years education.

This commitment ensures that our children receive high-quality, effective teaching and care.

Curriculum Maps

Our EYFS curriculum is carefully planned to provide a broad range of learning experiences while ensuring that skills and knowledge are built progressively.