Rostrevor Road, Stockport, Cheshire, SK3 8LQ
0161 480 8466

Early Years Foundation Stage

The Early Years Foundation Stage (EYFS) Curriculum is the statutory framework that sets out children’s learning and development in the Foundation Stage.  It gives children a broad range of knowledge and skills that provide the right foundation for good future progress through school and life. 

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through seven areas of learning and development.

Early Years policy click here

EYFS Framework March 2021 click here

DfE Development Matters report click here

Information regarding the Baseline Assessment click here

Information regarding the use of Tapestry in Early Years click here

For an overview of Maths Mastery approach click here

The reading and phonics scheme used is Read Write Inc

Mastery Curriculum English plan - click here


Academic Year 2023-2024

Long term plan overview click here

For Medium Term plan Autumn 1 click here

For Medium Term plan Autumn 2 click here

For Medium Term plan Spring 1 click here

For Medium Term plan Spring 2 click here 

For Medium Term plan Summer 1 click here for Reception

For Medium Term plan Summer 1 click here for Nursery


The Seven Areas of Learning and Development

Children should mostly develop the three prime areas first:

  • Communication and language
  • Physical development
  • Personal, social and emotional development

These prime areas are those most essential for your child’s healthy development and future learning.   

As children grow, the prime areas will help them to develop skills in four specific areas:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

These seven areas are used to plan your child’s learning and activities which are tailored to suit your child’s individual needs.  The curriculum is designed to be really flexible so that staff can follow your child's unique needs and interests.

Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.


At the beginning of Nursery and Reception the teacher completes a Baseline Assessment for each child.

At the end of the EYFS – in the summer term of the reception year in school – teachers complete an assessment which is known as the EYFS Profile. This assessment is carried out by the reception teacher and is based on what they, and other staff caring for your child, have observed over a period of time.

We consider ourselves partners in your child’s learning.  The activities that you do with your child at home are important in supporting their learning and development, and have a really long lasting effect on your child’s learning as they progress through school.  For example, talking, listening, reading, singing nursery rhymes, cooking and baking or playing outside with them.

You can find out more about the Early Years Foundation Stage which includes the early learning goals at

Personal, Social and Emotional Development

Personal, Social and Emotional Development is the promotion of personal qualities, skills, attitudes and values which enable individuals to think for themselves, manage relationships with others, understand moral issues, accept responsibilities and prepare to play an active role as citizens.

In line with our School Aims, children will learn:

  • the importance of valuing oneself and others
  • the importance of listening
  • the range of human emotions and how to manage them effectively
  • co-operation with others in work and play
  • the importance of taking responsibility, both in and out of the classroom
  • to respect others and their property, opinions and lifestyles
  • courtesy and kindness towards others
  • the role, importance and dangers related to drugs and medicines in everyday life
  • how to make simple choices that will enable them to adopt a healthier and safer lifestyle
  • to recognise the difference between right and wrong and how to make sensible choices
  • that they belong to a variety of groups and communities
  • simple rules governing behaviour at school
Lessons will also reflect British Values and Economic Education.

Goals for the end of Reception – Reading

  • To read and understand simple sentences
  • To use phonics to decode regular words
  • To read ‘tricky’ words
  • To discuss what they have read and show understanding

Goals for the end of Reception - writing

  • To use their phonic knowledge to write words
  • To write some ‘tricky’ words correctly
  • To write simple sentences using phonics


Goals for the end of Reception – mathematics

  • Count reliably with numbers from one to 20.
  • Recognise, read and write numbers to 20.
  • Place numbers in order.
  • Say which number is one more and one less than a given number.
  • Using quantities and objects, they add 2 single digit numbers and count on to find the answer.
  • Using quantities and objects, they subtract 2 single digit numbers and count back to find the answer.
  • They solve problems, including doubling, halving and sharing.