Intent

It is our intention that our Early Years curriculum equips all children with the knowledge, skills, and understanding to become effective, inquisitive, curious, and independent learners. Through our provision, we aim for these characteristics to positively influence their engagement with all areas of the curriculum and wider school life as they grow. Our EYFS is not viewed as a ‘one-year’ phase, but as the strong foundation from which future success flourishes.

We nurture these traits by providing an environment where children learn and develop within an ethos of openness, excitement, and discovery, supported by adults who are experts in Early Years education. Play and child-initiated learning are at the heart of our approach to teaching and learning. We create calm, natural surroundings and use real, meaningful resources, responding to children’s questions, conversations, and interests in our commitment to their holistic development. Our unique children, their individual needs, and their passions shape our thinking and provision.

We consider every aspect of each child’s development: emotional, physical, social, moral, spiritual, and cultural, while ensuring that every child has a voice and is listened to. Our children experience a broad, rich curriculum enriched with authenticity: real-life experiences, visits, visitors, and genuine resources. Through these opportunities, we seek to develop essential skills, spark curiosity, and foster the attitudes and interests that will form part of their unique identity.

We have a strong understanding of our community and cohorts of children, and in response to this, have cultivated a curriculum and environment which responds to existing cultural capital while enriching and extending experiences where gaps are identified. We work tirelessly to develop children’s communication and language skills, ensuring that every child is empowered to express themselves confidently, listen actively, and engage meaningfully with others.

Recognising that opportunities for exploration and adventure may not always have been part of our children’s early life experiences, we place a strong emphasis on outdoor learning. Our outdoor environments are carefully designed to inspire curiosity, risk-taking, and collaboration — enabling children to learn through first-hand, sensory experiences that build resilience, confidence, and a deep connection with the natural world.

Our ultimate aim is for every child to thrive.

Underpinned By

Characteristics of Effective Learning

Equality of Opportunity

Enabling Environments

CPD for staff

We inspire and motivate children to become confident, successful learners. Our environments and opportunities are deliberately designed to ensure that children play and explore, actively learn, create, and think critically every day.

We place children’s interests, motivations, and fascinations at the centre of our provision, using them as powerful drivers for engagement and progress. Practitioners skilfully capture moments of curiosity and wonder, using these to extend thinking, language, and understanding.

Harnessing awe and wonder is at the heart of our practice. Through purposeful play, meaningful experiences, and expert adult interaction, children are encouraged to take risks, persevere, and reflect on their learning.

Equality of opportunity underpins everything we do in the Early Years. We are committed to ensuring that every child, regardless of background, starting point or need, can thrive and succeed. Our inclusive ethos celebrates individuality and ensures that all children are valued, supported and challenged within a nurturing, high-quality environment.

Communication and language are at the heart of our curriculum. We recognise that when practice benefits children with SEND, it benefits all children. By embedding a language-rich environment and prioritising purposeful talk, and hight quality interactions we enable every child to express themselves, connect with others and access learning confidently.

We respond proactively to the increasingly complex range of SEND needs within our cohorts, ensuring that provision is flexible, adaptive and rooted in early identification. Our curriculum is designed to remove barriers and promote inclusion, so that every child can participate fully and make meaningful progress. Children are not restricted by predefined summative assessments or judgements. Practitioners focus on individual progress, responding in the moment to extend thinking and deepen understanding.

Our curriculum design ensures that the needs of all learners, including those with SEND, disadvantaged backgrounds and those with English as an Additional Language are met through high-quality first teaching, supported by targeted interventions where appropriate.

“We are trying to create an environment where education will be almost inevitable”

We believe that when spaces are purposeful, stimulating, and emotionally secure, children become independent, motivated learners who engage deeply in their own discovery and development.

Our EYFS team understand the power of a rich and engaging environment. Every area, both indoors and out, has been carefully considered to calm, inspire, and challenge children through open-ended, meaningful play. Resources are real, relevant, and thoughtfully curated to invite exploration and collaboration, while planned enhancements are responsive to children’s emerging interests and needs.

The outdoors is a central priority within our Early Years curriculum. Our bespoke outdoor learning space:  ‘Adventure Island’,  provides children with daily opportunities to connect with nature, take risks safely, and experience the joy of exploration. Adventure Island is not only a place for play, but a space where awe, wonder, and intrinsic motivation are intentionally cultivated. Here, children develop curiosity, problem-solving, and resilience through authentic, hands-on experiences that cannot be replicated indoors.

We recognise that maintaining high standards of quality first teaching relies on investing in our staff. At Croyland Primary School, we foster a culture of continuous professional learning, where staff are supported, motivated, and inspired to deliver the very best for our children.

Our approach to CPD is grounded in high-quality research and tailored to meet the current needs of both staff and children. We provide ongoing opportunities for professional reflection, collaboration, and growth, ensuring that practice remains current, evidence-informed, and responsive.

Staff within the EYFS team are encouraged to pursue specialist interests which enhance the provision and enrich learning across the setting. Expertise is shared openly, creating a culture where professional curiosity and innovation are celebrated.

We value our supportive, collaborative team ethos, recognising that when practitioners feel empowered, confident, and valued, this directly impacts the quality of experiences and outcomes for our children. Through this commitment to professional development, we ensure that our EYFS remains a place of excellence — for both children and the adults who teach them.

Implementation

Our curriculum builds on prior learning and is enriched through real-life experiences. It follows a clear, logical progression and is led by high-quality stories and books.

Teaching and learning takes place either through:

- Adult led direct teaching (this may be whole class, small group or individual)

- Adult directed tasks (A daily busy bee job). These are chosen based on gaps and strengths analysis

- Child Led learning – observing and enabling play within the continuous provision. Some areas are ‘enhanced’, according to gaps and strengths analysis

Our timetable is such that a sizeable chunk of time for play within the continuous provision is allowed for, in order to maximise learning and the potential for children to be immersed within their play.

When children fall behind in specific areas, we address their needs through our Objective-Led Planning system. We identify barriers and provide intentional, targeted support both within and beyond play to help them make progress.

Personal, Social, Emotional Development

- Weekly adult led session

- Adult directed task as appropriate (Inc. OLPs)

- Deliberate and explicit opportunities for children to develop their PSED through play

Physical Development

-Adult led teaching as needs emerge.

-A minimum of 1 adult directed task each week

-Throughout continuous provision and enhancements.

- Weekly PE lessons, following Imoves

Communication and Language

- Deliberate and explicit for children to develop their communication and language skills in their play

- Adult let teaching as needs emerge.

- Adult led interventions for those who need additional support.

- ‘Chatty Time’ as a morning job for all over a week.

- ‘Chatter Club’ (S&L programme) fortnightly for all.

Literacy

Our Literacy curriculum is taught through daily Read, Write, Inc lessons.

- Adult led RWI lessons daily

- Adult led RWI interventions for those who are falling behind

- Adult directed tasks as appropriate

- Reading and mark making is promoted throughout the continuous provision

- There are areas for children to read and enjoys stories

- Daily story time (RWI)

- Stories are always used a stimulus for learning

- Daily writing Lessons through ‘Drawing Club’ alongside a bespoke package developed to suit need

Mathematics

In line with the rest of the school, we use White Rose Maths to support our teaching and delivery.

- Adult led maths session daily

- Adult directed tasks as appropriate

- There are dedicated maths areas and opportunities to engage in mathematical play outdoors, which are enhanced as appropriate.

- The day is ‘mathematised’, interweaving number into our routines and environment         

Understanding the World

-Adult led teaching as defined in our Long Term Plan.

-Access to free flow outdoor provision throughout the day.

-Throughout continuous provision and enhancements.

- A focus on the natural world and changing of seasons underpins learning

- Nature Explorers – fortnightly outdoor sessions for all.

-Planned opportunities to regularly go out in the community, and have visitors

Expressive Arts & Design

- Adult led teaching as defined in our Long Term Plan.

- Dedicated art and design areas in both the indoors and outdoors which are enhanced as appropriate.