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Weston Park Primary School

Early Years Foundation Stage

EYFS Curriculum Intent

At Weston Park, we aim to provide a creative and inclusive curriculum which is ambitious for all our pupils.  Our rich curriculum enables pupils to develop as curious and independent learners.

We intend to:

  • Ensure that our pupils have the knowledge and skills to be ready for the next stage of their education and ensure successful transitions from Nursery into Reception and from Reception into Year 1.
  • Work in partnership with parents and carers to encourage independent, happy learners who thrive in school and reach their full potential.
  • Understand and follow our children’s interests and provide opportunities throughout our Early Years Foundation Stage (EYFS) curriculum which support learning, consolidate and deepen knowledge and ensure children make excellent progress from their starting points.
  • Deliver a curriculum which builds on pupils’ prior knowledge and provides progression of knowledge and skills
  • Adapt our curriculum to meet the needs of all learners and offer a wide range of experiences to develop cultural capital
  • Ensure that our curriculum reflects the diversity in our school community
  • Support all pupils to develop healthy lifestyles, make good choices and to develop strategies to be emotionally resilient



Throughout EYFS at Weston Park Primary School, we follow the Early Years Statutory Framework for the Early Years Foundation Stage (September 2021). This framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning which we cover in our curriculum.

We begin each year by looking at the individual needs of our children and their different starting points (baseline assessment) and using this assessment information, we plan a range of broad and balanced learning experiences.

At Weston Park Primary School, our aim is that our curriculum reflects the diversity in our school community.  We take time to get to know children’s interests and fascinations to support learning and our curriculum is child-centred and based upon ‘wow’ experiences and topics that engage the children.  Our planning for this curriculum is designed to be flexible so that each child’s unique interests are supported.  We encourage active learning to ensure the children are motivated and interested.


All seven areas of the EYFS curriculum are planned for to ensure there is a broad, balanced and progressive learning environment and curriculum. The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum:


Personal, Social and Emotional development

Physical Development

Communication and Language

Expressive Arts and Design



Understanding the World

We place great importance on the development of children’s vocabulary and support children in being able to communicate their thoughts and ideas and explore the meaning of new words.  

Children in our EYFS are supported to develop key life skills such as independence, innovation, creativity, enquiry, analysis and problem solving and learn by playing and exploring, being active, thinking creatively and critically.  The learning takes place both indoors and outdoors. Our outdoor environment is used all year round and in most weather conditions.

Staff use their knowledge of the Characteristics of Effective Learning (COEL) to ensure that they plan appropriate learning opportunities and organise the provision to reflect a clear understanding of the way in which our children are motivated to learn.

During the school day, children will have an opportunity to work independently, collaboratively with their friends and with members of staff.  We plan a range of stimulating and engaging learning opportunities which the children can access independently through child-initiated play.  Daily adult-led learning is planned to cover different areas of the EYFS curriculum and allows children to develop their next steps in learning.  Through observations and discussion, areas of need and next steps are identified for all children to ensure good progress is made.   

We teach the children about the Weston Park school rules, and support them to make good behaviour choices.  Our planning supports the children to understand healthy lifestyles.

Our intention for pupils with Special Educational Needs and/or Disabilities (SEND) is that they all receive a high quality and ambitious education.  We equip pupils with the tools needed to become independent and inquisitive learners.  We provide an accessible and flexible learning environment which is adapted to meet the individual needs of our pupils with SEND.

Effective interactions between staff and children and regular home/school communication ensures that our curriculum planning and provision is flexible and is continuously adapted to meet the needs of all learners, thereby ensuring it reflects the children’s needs and interests as they continue to develop and grow.  

We use the ‘Tapestry’ online learning journal to celebrate the children’s achievements with parents and carers and record observations. Our online learning journal offers the opportunity for parents and family members to share valuable information about their children’s interests and achievements outside of school.  

Regular parents’ meetings and workshops ensure that parents are kept up to date with their children’s development and progress and are fully aware of how they can continue to support their children’s learning outside of school.

We ensure that there is effective communication between EYFS and Key Stage 1 staff to achieve a successful transition for all children and to enable Year 1 teachers to plan for the next stage of their learning journey.




  • Make at least good progress in their learning, regardless of their starting points.
  • Develop skills and knowledge across all areas of the EYFS curriculum.
  • Gain the knowledge and skills needed to continue to maintain the good progress they have made in Key Stage 1 and beyond.
  • Can communicate confidently with familiar adults and their peers.
  • Demonstrate high levels of engagement with their learning, developing their speaking and listening skills, enabling them to access all areas of learning.
  • Develop a wider sense of the world around them and can draw on these experiences during interactions with others and link this to new learning
  • Develop skills in playing and exploring, active learning and creative and critical thinking (COEL)
  • Will be able to apply their knowledge and skills to a range of situations making links and explaining their ideas and understanding.
  • Will be confident to take risks and be active problem solvers