Early Years Foundation Stage
The Early Years Foundation Stage is crucial in securing the solid foundation your child needs to thrive socially and academically.
EYFS Strategy
At Gulval School, we believe that the Early Years Foundation Stage is crucial in securing solid foundations. Children can then continue to build upon these. It is our intent that the children who enter our EYFS develop physically, verbally, cognitively and emotionally whilst embedding a positive attitude to learning. It is our belief that all children deserve to be valued as an individual. We are passionate in allowing all children to achieve their full, unique potential. In support of this, we strive to involve parents in their child’s learning journey to ensure that they can help grow their child’s confidence, self-regulation and well-being.
Our curriculum
The curriculum in Early Years is designed to provide a broad and balanced education. This meets the needs of all pupils and promotes a love for learning. It facilitates children to gain the skills, knowledge and understanding, as they start out on their educational journey. Therefore supporting them to progress from their individual starting points.
There are seven areas of learning in the Early Years curriculum framework. We provide topics that excite and engage children, building on own interests and developing their experiences of the world around them. We aim to ensure that our learning environments, both inside and outside are always stimulating and exciting. More importantly, they are accessible to all children, regardless of where they are on their learning journey.
An explicit part of our curriculum rationale is the desire to improve the richness and inspirational aspects of primary education as outlined in our EYFS three ‘I’s: intent, implementation and impact.
Intent– the extent to which schools demonstrate a rich and varied curriculum
Implementation– that learners enjoy and are engaged in all aspects of this broad and balanced curriculum
Impact– that learners develop detailed knowledge and skills across the whole curriculum.
At Gulval School, we use a system called Tapesty to record and share each child’s learning and fun throughout the foundation year. Parents can download the application on their smart phone, tablet or use the computer and will recieve an email when a new page is added to their child’s learning journey. Parents have the option to view, comment and add to current pages where we love hearing about the stories and wonderful things you do at home. Tapestry
The links below will take you directly to key Early Years documents.
Transition to EYFS at Gulval School
We believe that developing positive relationships with both children and adults is the key to a smooth transition. We are passionate about ensuring parents are active participants in this. During the summer term, the children are invited for stay and play sessions. Initially we welcome the parents to stay with their children. We also host a welcome meeting for parents in the summer term to provide all the information needed for their new adventure ahead. Early in September, we take the time to carry out quality home visits. This enables us to develop a relationship and build trust in a more relaxed environment. After completing these visits, we begin with a phased entry timetable. Most importantly, by using a phased entry we can ensure that we meet the needs of each individual child.
Reception to Year 1 transition
We support a smooth and well-planned transition from Reception to Year 1 through strong communication, meaningful relationship-building and a clear focus on each child’s individual needs. Regular professional meetings take place between the Reception and Year 1 teacher to discuss children’s development, strengths, next steps and any additional or SEND needs, ensuring continuity of learning and support. The Year 1 teacher spends time with the children during transition afternoons so they become familiar with the new environment, routines and expectations, including entering through the Year 1 door. To further support emotional well-being and secure relationships, the new teacher also runs a club that includes Reception children, allowing trust and familiarity to develop in a low-pressure way. All interventions and support strategies are clearly shared and passed on, demonstrating a consistent and inclusive approach that helps children feel confident, settled and ready for the next stage of their learning.
