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In EYFS at Coleridge Primary School, we provide the ideal start for a child to develop their confidence as a playful, motivated and independent learner, within a safe and caring, yet challenging, vibrant and enriching setting.

We believe that a classroom where children feel valued and can grow in confidence, helps them to feel happy, settled and secure. Our child-centred approach aims to support each child to develop holistically and at their own pace. We provide an enabling environment, promoting communication and language skills, whilst ensuring that learning is engaging and enjoyable.

Our school’s core values: Aspire, Desire, Believe, Achieve are firmly embedded in our daily routine; as we encourage the children to be risk takers and set ambitious goals that they want to achieve, support them to believe they can do it and then celebrate their success when they achieve it.

Learning happens through investigation, exploring and immersive, hands-on experiences within a play-based curriculum. To support the children to achieve their own goals and to make amazing progress during their time in EYFS, we ensure that there is a good balance of direct teaching and child-led play in a purposeful high quality environment which supports and extends their learning. Our team is dedicated to bringing out the best in the children and our plan for learning is based on the children’s own interests and needs. We have high expectations of all children and set challenging but achievable challenges and always encourage them to try their best. They are provided with many, varied opportunities to develop and we nurture their confidence so that they can all make positive steps towards achieving their potential.

We value the importance of the outdoor environment, ensuring that children have the opportunity to learn about the world around them, in a natural and safe space. Children are allowed to take managed risks, which both supports their growth and allows them to become critical thinkers, and confident, independent learners.

Every child has their own online Learning Journey, which documents the progression and own unique experience throughout their time in EYFS which parents are also able to see and contribute to. We value the fantastic partnerships that we have with parents and ensure that  transitions are smooth and that we work together to provide the best possible care and education for all children.


The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.”- EYFS Framework 2023.

In EYFS we believe that every child deserves the best possible start in life to enable them to achieve their full potential. We know that children quickly develop in the early years and that a child’s experiences between birth and 5 years have a major impact on their future life chances. At Coleridge Primary we ensure all children access high quality teaching and learning to gain knowledge and develop the skills needed to be successful learners in EYFS and beyond. We ensure that all children make good progress and that they gain a secure foundation by planning for the learning and development of each individual child and continually reviewing the impact of this.

Our curriculum has been designed by planning carefully thought out skills and knowledge to meet the needs of the children at Coleridge Primary School for all of the 7 areas of learning. We used the EYFS framework (view framework) and Development Matters (view document) to give us a base for our learning and then considered other knowledge and skills based on research that we know are important for our children to plan an ambitious and exciting curriculum to ensure our pupils are engaged and enjoy learning and therefore make fantastic progress.

Our curriculum allows children to develop and learn knowledge and skills in the following areas.

Prime areas:

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

Specific areas:

  • Literacy
  • Maths
  • Understanding the World
  • Expressive Art and Design

Please see our Progress Models for more details about the skills and knowledge that we have carefully planned out for some of these areas of learning for the children at Coleridge to be taught in EYFS in order to be ready to access the next step in their education, Year One.

C&L Progress Model

EAD Progress Model

Literacy Progress Model

Maths Progress Model

UTW Progress Model

We ensure that children are exposed to a good balance of direct teaching and learning through play. In EYFS we use carpet time to deliver direct teaching sessions for all areas of learning. We also use objective-led planning to target certain objectives and to ensure that children are always challenged and that their thinking and knowledge are extended. We use assessments and our knowledge of the children to plan continuous provision and enhancements which will support the children to learn and develop in all 7 areas of learning. We analyse our assessments regularly to identify areas of learning that the children need more support with and then saturate the environment with opportunities for the children to develop these skills both through direct teaching within the environment from an adult and independently through play. Our environment is key to children’s development. Adults model how to use the areas effectively and use sustained shared thinking to extend children’s learning and thinking and to model learning behaviours.

Literacy and Communication and Language

Literacy and communication and language are at the heart of our curriculum. We value these key skills as without them, children would not be able to access other areas of the curriculum.

Phonics is key to teaching children to read quickly during EYFS. In F1 children begin the year by learning and developing phase 1 phonics skills. When they are secure with phase 1 aspects they then begin to learn graphemes using the Read Write Inc scheme. This then continues into F2 where children are taught to recognise more graphemes including digraphs and trigraphs and they are taught to segment and blend these graphemes to read words and then sentences. Children quickly progress through the Read Write Inc scheme during their time in EYFS at Coleridge Primary School. More information about this can be found in the RWI section of our website.

As well as phonics, we also know how important it is to expose children to high-quality story books. Each week we focus on a core story in both FS1 and FS2. The core stories are carefully chosen to ensure that they support the development of language and vocabulary as well as being engaging and exciting stories to promote a love of reading. These stories are used in teaching and read repetitively so that children have memorable knowledge of quality stories. Although these stories are core to our curriculum, children are also immersed in a wider range of books and stories through, daily stories, recommended reads, character visits and dress-up day.

At Coleridge, it is very important to us that children make rapid progress with communication and language and so it is embedded within everything that we do. We have implemented lots of extra opportunities throughout the day for children to practise using the skills that are taught. This includes at snack time, during the daily time to talk sessions, during Helicopter story sessions and using the Poetry basket to learn to recite poems.


At Coleridge Primary School we want all children to love maths and be confident mathematicians. Our maths curriculum is centred in having high expectations for every child whilst aiming to ensure that children have the opportunity to develop a secure grounding in number sense giving them the confidence and belief to tackle problems. The teaching of maths is grounded in research and teachers have the opportunity to regularly access high-quality CPD resulting in self-aware, reflective practice where everyone believes in getting better in order to help children understand concepts more deeply.

Children learn and develop mathematical concepts throughout the whole day. Direct teaching sessions are led by the teacher to teach children concepts and then enhancements are added to the environment for children to practise and extend the skills they have learnt. Maths concepts are also taught through daily routines such as self-registration, voting for stories, tidy-up time and snack time.

Mathematical reasoning and talk are encouraged across the school. Children are encouraged and supported by adults to reason and problem solve. Stem sentences are used to support mathematical discussions.

Please see our long-term plans for more details about our bespoke curriculum for children at Coleridge.

F1 Long Term Plan 2023-2024

F2 Long Term Plan 2023-2024

Learning to read- Phonics

In F1, children are first taught pre-phonics skills to ensure they have secure foundations to be ready to learn to read. Once children are ready, they then begin to learn to recognise single letter sounds following the Read Write Inc scheme.

In F2, children begin learning to recognise the set 1 single letter sounds following the Read Write Inc scheme, as soon as they start F2. They also learn how to blend these sounds together to read words and then sentences.
Please see the phonics section of our website for more information (link to phonics page on our website)

Growing a love of reading

In EYFS, we know how important it is to promote and grow a love of reading. Reading and high quality books are embedded in everything that we do. Children are exposed to a variety of books throughout each day.

In EYFS, we teach Literacy using the Drawing Club approach developed by Greg Bottrill. In Drawing Club, we have a book of the week which allows children to get to know it really well. Children are taught vocabulary from the book and listen to the story each day. We also have mapped out high quality books to teach all other areas of learning including Maths, PSED, UTW and EAD. 

We also have our Favourite Five books in each year group, which we use for our voting for story time each day. The children vote for which of the Favourite Five stories they would like to be read to them that day. This means that they are exposed to the same five stories during this session over a half term, which means that they get to know them really well.

Reading at home

Read Write Inc Book Bag Books

In F2, once children have been taught to recognise the sounds in school, children will begin to bring home a Read Write Inc Book Bag Book. These are books for children to read to a parent or carer to practise applying the phonics skills they are learning in school.

Dream Reads

Dream Reads are high quality stories for parents and carers to read to their children at home to expose them to a wide range of vocabulary and to continue to grow a love of reading at home. There are 30 different high quality story books for each year group, which have been carefully chosen, for children to borrow and take home so that you can snuggle up and enjoy a bedtime story! These stories are also available as a video below.

Here are the Dream Reads for F1:

Youtube Links

All in One Piece – Jill Murphy

Avocado Baby – John Burningham

Bright Stanley – Matt Buckingham

Brown Bear, Brown Bear, What do you see? – Bill Martin Jr/Eric Carle

Click Clack Crocodiles Back – Kathryn White and Joelle Dreidemy

Each Peach Pear Plum – Janet and Allan Ahlberg

Giraffes Can’t Dance – Giles Andreae

Hippo has a hat – Julia Donaldson & Nick Sharratt

Snakes on a train – Kathryn Dennis

I don’t want to go to bed – Julia Sykes & Tim Warnes

I like trains – Daisy Hurst

Kipper’s Snowy Day – Mick Inkpen

Kipper’s toybox – Mick Inkpen

Kitchen disco – Clare Foges & Al Murphy

Mini Monsters – Caryl Hart & Tony Neal

Mog the forgetful cat – Judith Kerr

Mr Big – Ed Vere

No-Bot – Sue Hendra

Oi Dog – Kes & Claire Gray & Jim Field

Peace at last – Jim Murphy

Peepo – Janet & Allan Ahlberg

Red Rockets and Rainbow Jelly – Sue Heap & Nick Sharratt

Slowly, slowly, said the sloth – Eric Carle

Thank you for the little things – Caryl Hart

The Wobblysaurus – Rachel Bright & Chris Chatterton

Walking through the Jungle – Julie Lacome

We’re going on a bear hunt – Michael Rosen

Where’s my teddy? – Jez Alborough

Who’s in the loo? – Jeanne Willis & Adrian Reynolds

You choose – Pippa Goodhart

Here are the Dream Reads for F2: 

Youtube Links

Alan’s Big Scary Teeth – Jarvus

All join in – Quentin Blake

Are you there Baby Bear? – Catherine Walters

Burglar Bill – Janet & Allan Ahlberg

Can’t you sleep little bear? – Martin Waddell

Catch that chicken – Atinuke

Dogger – Shirley Hughes

Elmer and the lost teddy – David McKee

Five minutes peace – Jill Murphy

Hug – Jez Alborough

Lost and Found – Oliver Jeffers

Monkey puzzle – Julia Donaldson

Mr Gumpy’s Outing – John Burningham

Mrs Armitage on wheels – Quentin Blake

Not Now Bernard – David McKee

Oi puppies – Kes Gray

On the way home – Jill Murphy

Pattan’s Pumkin – Chitra Soundar

Six Dinner Sid – Inga Moore

Suddenly – Colin McNaughton

Super Sid – Sam Lloyd

The Bog Baby – Jeanne Willis

The Crocodile who didn’t like water – Gemma Merino

The Dodos did it – Alice McKinley

The Night Pirates -Peter Harris

The odd egg – Emily Gravett

The rainbow fish – Marcus Pfister

We’re going to find the monster – Malorie Blackman

Winston was Worried – Pamela Duncan Edwards

Yucky worms – Vivian French

Real life experiences increase motivation, improve behaviour, develop communication and language and develop understanding of the world “Tell me and I forget, teach me and I may remember, involve me and I learn.”– Benjamin Franklin

We have carefully thought about the things that the children at Coleridge need to experience in order to prepare them and support them to be successful, independent learners.

We have created ’50 things to do before you’re 6 at Coleridge’ which is a list of 50 invaluable experiences that we will expose the children to during their time in EYFS.

50 Things to do before you’re 6

On our curriculum newsletters which are sent home each half term, you will find information on what your child will be learning in school and also a list of home learning for your child to do at home to help them with their learning. If you complete any of these activities, please upload a photo and comment about what your child has done on Tapestry so that we are able to see it. We love to see home learning on Tapestry, so please feel free to upload any learning done at home, even if it isn’t a set task from their teacher
It is very important for children to be exposed to high quality stories to develop their language and reading skills. In each class we have ‘Dream Reads’ which are high quality story books which you can borrow to take home and read to your child (Please see the tabs reading in EYFS for more information). In F2, children also begin to bring home RWI phonics books which they can read themselves to practice applying the phonics skills taught in school when appropriate. Please support your child to read these books at home as often as possible. Please record any reading at home in their reading record. 

There are also several websites that we recommend for you to access to support your child’s learning at home:

  • Phonics Play – On Phonics Play your child can play phonics games.
  • Cosmic Kids Yoga – Fun yoga sessions for children linked to stories
  • Numberblocks – Children can watch episodes of numberblocks and play numberblocks games on the website.
  • Teach your monster to read app – A great app to support your child to learn phonics
  • Topmarks – Children can access fun educational games

In Autumn 1, we are learning about ‘What makes me special?’, ‘How do people celebrate Birthdays?’ and ‘What happens in Autumn?

Each half term we will send a parents’ curriculum newsletter to tell you what we will be learning that half term and how you can support you child at home.

What are we learning this half term in F1?

F1 Autumn 1 Curriculum Newsletter

What are we learning this half term in F2?

F2 Autumn 1 Curriculum Newsletter

Assessment in EYFS

EYFS Baseline

What is the EYFS Baseline?

All children starting in F2 participate in the reception baseline assessment (RBA) within the first 6 weeks of starting F2. The purpose of the assessment is to provide the starting point for a new measure that will help parents understand how well schools support their pupils to progress between reception and year 6.

The baseline assessment is a short, interactive and practical assessment of your child’s early literacy, communication, language and mathematics skills when they begin school, using materials that most children of your child’s age will be familiar with. It became statutory for all schools from September 2021.

The baseline assessment is not about judging or labelling the children or putting them under any pressure. Children cannot ‘pass’ or ‘fail’ the assessment. Its main purpose is to create a starting point to measure the progress schools make with their pupils.

Please see the attached leaflet for more information:

EYFS Profile

What is the EYFS profile?

The EYFS profile is sometimes known as the early years profile or EYFSP. It summarises a child’s attainment at the end of the Early Years Foundation Stage (EYFS), which is when they finish their F2. In September, the child will then move into key stage 1 as they enter their year 1 class.

The EYFS profile summarises a child’s attainment against the early learning goals. There are seventeen early learning goals (sometimes shortened to ELGs) across all the Areas of Learning. The early learning goals are the goals or targets that children are working to achieve by the end of F2. The goals cover a range of skills that children will have been learning and practising throughout the Early Years Foundation Stage. You can see a list of the early learning goals here:
How will the profile be completed?

Reception teachers will use their knowledge of what each child knows, understands and can do in order to decide the outcomes presented in the profile. They will also take into account the views of other people, including parents and carers, other members of staff and other agencies, such as childminders or speech and language teachers.

For each of the seventeen early learning goals, children will be awarded an outcome.

This will be either:

  • ‘Emerging’ – meaning that the child is not yet reaching the expected level
  • Expected’ – meaning the child has reached the expected level

These outcomes will be shared with the child’s parents/carers and their year 1 teacher. Remember, there is no need to worry if your child is given an emerging level for one or more of the goals. Children develop at different rates and the main purpose of the profile is to provide support for each child at the correct level as they continue through the school. The main purpose of the EYFS profile is to help create a smooth transition into year 1. The profile results will be shared and discussed with the child’s year 1 teacher to enable them to plan activities to meet the needs of all children in the class and to develop an understanding of each child’s needs.

Please see the EYFS Profile handbook for more information: