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St Anne's Infants' School


Reach for the Stars


Early Years Foundation Stage


What is the EYFS?

  • The EYFS is a statutory framework to support children’s learning and development from birth until the end of the Reception year in school

    The EYFS framework describes how Early Years practitioners should work with children and their families to enable children to reach their full potential and meet the appropriate age related development millstones

  • The EYFS framework also describes how children should be kept safe and cared for


Learning and Development

There are seven areas of learning and development set out in the EYFS framework. We value all seven areas of learning and development and understand that they are connected to one another and are all equally important.


Three ‘Prime Areas’ are crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These are:

  • Personal, Social and Emotional Development

  • Communication and Language

  • Physical Development


Children’s learning and development is also guided through four ‘Specific Areas’ in which the three Prime Areas are strengthened and applied. These are:

  • Literacy
  • Mathematics 
  • Understanding the World
  • Expressive Arts and Design


Practitioners provide children with a range of play and learning experiences in all these areas appropriate for their stage of development to help them to learn and develop new skills working towards the Early Learning Goals at the end of their time in Reception.


Characteristics of Effective Learning

The characteristics of effective learning play a central role in a child’s learning and in becoming an effective learner. The characteristics run through and underpin all seven areas of learning and development. The characteristics also link with our Star Values.

Playing and Exploring - Children investigate and experience things and ‘have a go’.

Active Learning - Children concentrate and keep on trying if they encounter difficulties and enjoy achievements.

Creating and Thinking Critically - Children have and develop their own ideas, make links between ideas and develop strategies for doing things.


At the end of the year your child’s report will have comments about how your child demonstrates the three Characteristics of Effective Learning. You will also see this within your child’s Tapestry observations. We encourage parents and carers to be fully involved, to share their learning and interests at home and help to plan their child's next steps in through the Tapestry online leaning diary.


You can find out more about this statutory document at

The Nursery Curriculum at St Anne's Infants'


At St Anne’s Infants’ School Nursery, our main focus is the Prime Areas of the EYFS curriculum. However, these are taught through experiences within the Specific Areas of the curriculum. We believe that strong foundations in the Prime Areas prepare children for the next stage in their learning and support them in being effective learners as they grow.


You can see our key objectives in the Prime Areas, Literacy and Number throughout the year in the table below. Our expectation is for children to be secure in the 30 - 50 months age band of the EYFS curriculum by the end of Nursery.



Term 1

Term 2

Term 3

Term 4

Term 5

Term 6



  • Building relationships with Nursery staff
  • Encouraging a sense of security and separating confidently from parents
  • Becoming familiar with the environment and beginning to use the equipment with support
  • Supporting children to express their interests and to demonstrate these in their play
  • Encouraging children to share resources and interact positively
  • Supporting children to become confident in following the daily routines


  • Beginning to understand how to take care of their friends and others in the setting
  • Encouraging children to wait their turn, share and seek help when there is a problem
  • Finding enjoyment in playing with others in a group
  • Beginning to join in with a wider variety of learning activities


  • Beginning to solve problems and negotiate with their friends
  • Developing their self-belief and describing their strengths
  • Beginning to take a more active role in simple whole class activities
  • Being flexible to changes in routine and being ready for the next stage in their learning



  • Using their whole bodies to make large and small movements
  • Developing balance and coordination


  • Encouraging children to be able to hold tools such as scissors, tweezers and pegs
  • Supporting children to begin to dress themselves and become independent in using the toilet
  • Developing children’s understanding of keeping clean and healthy


  • Holding a pen or pencil with more control
  • Developing their ability to negotiate space when moving their bodies, adjusting speed and direction
  • Supporting children to be able to stop safely




  • Enjoying stories with a small group and with their friends
  • Beginning to use words and phrases from stories
  • Developing a love for books and stories
  • Beginning to notice words and letters around them


  • Listening to different sounds and identifying what could be making them
  • Beginning to talk about stories in more depth
  • Supporting children to discuss characters and events in stories
  • Understanding how books work and looking for print in books
  • Using stories they know to inspire imaginative play
  • Exploring initial letter sounds through Read, Write, Inc.




  • Exploring making marks on paper and other surfaces with some awareness of the difference between word and picture


  • Developing an understanding between the different marks they make
  • Talk about their marks and what they mean
  • Notice words around them
  • Beginning to explore making letter-like marks
  • Listening for sounds in words
  • Beginning to recall some letter sounds




  • Beginning to explore numbers and early counting
  • Using language to compare quantities
  • Beginning to notice numerals around them


  • Beginning to match numerals and groups of objects
  • Exploring counting in a variety of other ways such as, jumps, claps and steps
  • Developing simple problem solving skills
  • Beginning to recognise to numerals 1-5
  • Developing their counting skills and counting objects one by one
  • Supporting children to practically solve problems with real objects