Our curriculum is designed to recognise children’s prior learning, both from previous settings and
their experiences at home. We work in partnership with parents, carers and other settings to
provide the best possible start at Templefield Lower School, ensuring each individual reaches
their full potential from their various starting points.
Our curriculum has been designed to enable children to succeed through cooperative and
collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of
learning; Personal, Social and Emotional Development and Communication and Language,
At Templefield Lower School, we recognise that oracy not only improves academic outcomes,
but is a life skill to ensure success beyond school, in life and future employment. Oracy develops
children’s thinking and understanding, which in turn promotes self-confidence, resilience and
empathy which support the child’s well-being. Our enabling environments and warm, skilful adult
interactions support the children as they begin to link learning to their play and exploration right
from the start.
We believe that high level engagement ensures high level attainment. We therefore provide an
engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning
experiences, as well as promoting the unique child by offering extended periods of play and
sustained thinking. We following children’s interests and ideas to foster a lifelong love of learning
both in and outside of school.
By the end of the Reception year, our intent is to ensure that all children make at least good
progress from their starting points are equipped with the skills and knowledge to have a smooth
transition into Year 1.
Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst
providing the flexibility for children to follow their own interests and ideas. Children learn through a
balance of child-initiated and adult-directed activities.
The timetable is carefully structured so that children have directed teaching during the day. The
timetable changes throughout the year to take into consideration the changing needs of the
children. These sessions are followed by small focused group work. This means the teacher can
systematically check for understanding, identify and respond to misconceptions quickly and
provide real-time verbal feedback which results in a strong impact on the acquisition of new
Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of
experiences carefully planned to engage and challenge them in the provision. The curriculum is
planned for the inside and outside classrooms and equal importance is given to learning in both
English / Literacy
Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from
the start. In EYFS we focus on a different high-quality text each week. The aim is to expose children to a
range of books that not only develop a love of reading, but have been chosen specifically to
develop their oracy, vocabulary and comprehension. These books will be embedded in our
provision through activities, story sessions and on display for children to access independently.
Through this, children begin to internalise new vocabulary, language patterns and begin to retell
We follow the DfES Letters and Sounds programme to ensure consistency across the school. In
Nursery children focus on Phase 1 which concentrates on developing children's speaking and
listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis
during Phase 1 is to get children attuned to the sounds around them and ready to begin
developing oral blending and segmenting skills, prior to GPC.
In Reception, Phase1 continues but children are introduced to Phase 2 and 3 where they will
develop GPC and segmenting and blending skills to decode words. During the Summer term,
children may move on to Phase 4 if they are ready.
Children are encouraged to read at home and are listened to regularly in school. They are given
books that match their phonic knowledge in order for them to apply their learning with the aim of
becoming successful, confident and fluent readers.
In Reception, we follow the White Rose Maths Scheme of work which is divided into 3 weekly units.
High quality learning environments and meaningful interactions with adults, support children in
developing mathematical thinking and discussion. Pupils learn through games and tasks using
concrete manipulatives and pictorial structures and representations which are then rehearsed
applied and recorded within their own child-led exploration.
In Nursery, children develop a love of maths through games, songs, rhymes, and play using
concrete manipulatives. There is a focus on the following counting principles; one to one
correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus
to develop 1-1 correspondence so children count each object only once.
Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and
‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the
National Curriculum through our robust planning and CPD opportunities. In reverse, colleagues
throughout the school are also aware of the key ELG’s that link to each foundation subject and
the progression of the subject.
Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity.
For example, building a house for a character from a book enables them to think like a ‘Dynamic Designer’ and ‘Exceptional Explorer’ as they explore a range of materials and test out their own ideas.
Building further on our oracy focus, children will be encouraged to employ subject specific
language and terminology in foundation subjects, and such vocabulary will be modelled, both
verbally and orally, by supporting practitioners.
Our inclusive approach means that all children learn together, but we have a range of additional
intervention and support for children who may not be reaching their potential, or are showing a
greater depth of understanding and need further challenge. This includes, for example, sessions
for developing speech and language, social skills, fine motor skills, phonics, and mathematics. In
addition, we have children on IEP’s, SSP’s and EHCPs, where bespoke plans
have identified that learning may need to take place in an individualised way.
Regular monitoring of teaching and learning by SLT and the EYFS leader ensure staff develop
good subject knowledge. The EYFS leader ensures staff receive CPD specific to Early Years to
develop their practice.
Prior to children starting, staff spend time speaking to the child’s parents, previous settings and
read previous learning journeys to gain an understanding of the whole child and where they are
at. During the first half term in Nursery or Reception, all staff use ongoing assessments, observations
and conversations with the child to develop a baseline assessment. This identifies each individual’s
starting points in all areas so we can plan experiences to ensure progress. The following baseline
assessments are also carried out.
The RBA (Statutory Reception Baseline Assessment)
This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The
purpose of this is to show the progress children make from Reception until the end of KS2.
NELI (Nutfield Early Language Intervention)
NELI is an evidence-based oral language intervention for children who show weakness in their oral
language skills and who are therefore at risk of experiencing difficulty with reading. The
assessment informs us if the child is at expected for their age or requires intervention from trained
All ongoing observations are used to inform weekly planning and identify children’s next steps. This
formative assessment does not involve prolonged periods of time away from the children and
excessive paper work. Practitioners draw on their knowledge of the child and their own expert
professional judgements through discussions with other practitioners, photographs and physical
examples such as a child’s drawing / making. Some observations are uploaded using Tapestry
and shared with the supporting parents and carers and examples kept in individual books.
Phonic assessments are carried out using our phonics tracker every half term to quickly identify pupils
that are not making expected progress. Our aim is for children to ‘keep up’ rather than ‘catch up’
Assessments are completed three times per year and shared with parents, whereby the Class
Teacher updates the progress children have made during a parents evening or a written report.. In Summer Term 2, the EYFSP is completed where teachers judge whether the child has met each of the 17 ELG’s. They will be assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher.
Impact is also evident through our successful transitions into Year 1. EYFS staff have a good
understanding of how ELG’s link to the National Curriculum, and through our robust planning and
delivery across the spectrum of subjects – both core and foundation - children leave the EYFS
stage with the skills, knowledge and confidence to continue their journey as scientists, historians,
artists and geographers.