Early Years

Our intent for the Early Years Foundation Stage (EYFS) at Lealholm Primary School is to inspire, engage and enthuse our pupils to be active learners every day so that they become confident, compassionate and curious individuals.

It is important that our children feel happy, safe, secure and cared for within an enabling and nurturing environment. Before children start at Lealholm School, we offer a programme of stay-and-play events and, where possible, staff visit nursery settings. These opportunities help us to build valuable relationships with children and their families, ensuring that the transition into school is seamless, positive and enjoyable.

Lealholm School is at the heart of its community. We participate in a wide range of community events, helping children to develop a strong sense of belonging and an understanding of their local area. Our high-quality provision, both indoors and within our two dedicated EYFS outdoor areas, ignites curiosity and enthusiasm, promoting the development of the skills children need to learn, build relationships and thrive. These carefully planned environments include opportunities for construction, role play, sand and water exploration, a mud kitchen and much more, with children actively involved in shaping and developing the provision.

High aspirations are instilled from a very early age, and pupils' self-belief and ownership of their learning enable them to take risks, develop resilience and grow in confidence.

By the end of Reception, we aim for all children to be:

• Confident learners who are resilient and willing to take risks.
• Positive learners who can self-regulate and persevere.
• Curious about the world around them.
• Able to express themselves effectively.
• Compassionate individuals who form positive relationships and work collaboratively with others.

We implement our vision through a carefully planned EYFS curriculum. All areas of learning are taught through a broad, balanced and progressive curriculum that enables children to develop knowledge, skills and understanding across the seven areas of learning:

• Personal, Social and Emotional Development
• Physical Development
• Communication and Language
• Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design

Our youngest learners are encouraged to explore, take an active role in their learning and develop their creative and critical thinking skills through purposeful and engaging experiences both indoors and outdoors. Children particularly enjoy our River School sessions in the River Esk, where they explore nature, develop independence and learn valuable life skills.

We value learning through play, and activities are often shaped by children's interests and fascinations, enabling them to take ownership of their learning. Play is enhanced through meaningful interactions with highly effective practitioners who support, challenge and extend children's thinking.

All adults in EYFS are highly skilled in extending children's learning through open-ended questioning. They have an excellent understanding of each child's next steps, enabling them to seize opportunities and extend learning in the moment in ways that are meaningful and personal.

Our indoor and outdoor environments are designed to promote independence, allowing children to access and select a wide range of resources and creative materials. From junk modelling to imaginative play in the home corner, children are encouraged to make choices, solve problems and think creatively.

Loose parts provision further supports creativity and imagination through carefully chosen, open-ended resources that can be used in many different ways. We also promote a language-rich environment through daily Talk Through Stories sessions, exposing children to ambitious Tier 2 vocabulary. This helps children to communicate confidently, express themselves clearly and develop strong foundations for future learning.

Our carefully planned and responsive curriculum ensures that children develop the knowledge, skills and characteristics needed for a successful transition into Key Stage 1. Children are encouraged to play and explore, actively engage in their learning, and think creatively and critically.

The impact of our curriculum is measured through ongoing assessment processes that enable us to monitor children's attainment and progress against national expectations. Staff use regular observations and formative assessment to inform future planning and ensure that learning builds progressively on each child's current knowledge and skills.

We closely track progress throughout the academic year and put timely interventions in place where required. As a result, children make strong progress from their individual starting points.

The impact of our Early Years provision is that children leave Reception as independent, curious and confident learners, equipped with the knowledge, skills and attitudes they need to thrive as lifelong learners and responsible future citizens.

We are proud to be a Little Wandle Champion School, having met the 16 strands of excellence in the teaching of phonics and early reading. This has contributed to consistently strong outcomes in the literacy Early Learning Goals and seven consecutive years of achieving 100% in the Year 1 Phonics Screening Check.

In EYFS, we take a rigorous and systematic approach to the teaching of phonics. Children learn in carefully planned groups and receive targeted support where required. We follow the Little Wandle programme with fidelity, and each phonics session follows four key stages: revisit and review, teach, practise and apply.

This structured approach ensures that children make rapid progress. Three weekly reading practice sessions focus on fluency, prosody and comprehension, ensuring that children read books closely matched to their phonics knowledge with a high level of accuracy and confidence. Children also choose books to share at home, helping to foster a love of reading.

Daily storytime sessions provide opportunities for children to enjoy and discuss high-quality texts together, while our weekly Poetry Basket introduces rich language and vocabulary, further developing children's communication skills and enjoyment of literature.

Mathematics in EYFS at Lealholm is informed by the White Rose Maths approach and is delivered through a range of planned and purposeful play-based experiences. Children develop mathematical understanding through both independent exploration and adult-supported activities, with practitioners acting as skilled play partners.

Mathematical thinking is woven throughout the daily routine, including during snack time, lining up and other everyday experiences. Learning through real-life, meaningful situations and practical, hands-on resources is central to our approach. Mathematical learning may be observed across all areas of provision, from the woodwork bench to the mud kitchen.

Through our work with the Maths Hub and participation in Teacher Research Groups, we use mathematical sentence stems, promote precise mathematical vocabulary and develop children's verbal reasoning and problem-solving skills from Reception onwards.

We value parents and carers as essential partners in their children's learning. Through ClassDojo, we share photographs, observations and achievements, providing regular insight into children's experiences both in school and at home.

Learning journals celebrate children's achievements and development over time. This collaborative approach enables staff and families to share important information and build a rich record of each child's learning journey throughout their time with us.

Our mixed Reception, Year 1 and Year 2 class offers many benefits for our youngest learners. Reception children are naturally immersed in the learning experiences of older pupils, allowing them to develop confidence, broaden their vocabulary and deepen their understanding of the wider curriculum.

Through daily exposure to Year 1 and Year 2 learning, children encounter a wealth of knowledge and experiences. Whether discussing mathematical concepts such as inequalities or learning about significant historical events such as the 1969 Moon Landing and the Great Fire of London, Reception children benefit enormously from learning alongside and with older peers. This nurturing mixed-age environment promotes aspiration, independence and a love of learning.