Early Years

EYFS Lead: Mrs C Ball

EYFS Class Teacher: Mrs C Ball

Response to Covid 19

Autumn Term

One of the main concerns about children entering Reception this academic year was the effect the first lockdown had had on their speech and language development. At Hindsford, we endeavour to provide a language-rich environment which underpins the children’s learning in all areas and once the children had joined us, we were keen minimise any possible disruption to their language development that might have occurred.

Therefore, in October 2020, we applied for and were accepted onto training for the Nuffield Neli programme. The Nuffield Early Language Intervention is a programme proven to help young children overcome language difficulties. It is designed for children aged 4-5 and targets vocabulary, narrative skills, active listening and phonological awareness. It has been found to be effective for improving children’s oral language skills as well as promoting longer-term progress in reading comprehension. Reception staff are currently accessing remote training in order to deliver  the programme in late Spring.

Under normal circumstances, we would welcome prospective parents into school during this term. With restrictions in place, this event was held virtually with a live tour of school and Q and A session afterwards.

Spring Term

During the 2021 January Lockdown, Reception children have been taught via remote lessons (Please see Curriculum pages for further details). A priority for Reception staff was to ensure that the language development that would have been provided for children in school continued at home. Subsequently, focused and frequent opportunities to hear and use new vocabulary, opportunities to join in with discussions, exposure to a wide range of stories and numerous activities based on talk have been and continue to be provided as part of Reception’s home learning, across the whole curriculum. See below for examples of these:



At Hindsford, it is our intent to work in partnership with parents and carers to encourage independent, confident and happy learners who thrive in school and reach their full potential from their various starting points.

It is also our intent to understand and follow the children’s interests and provide opportunities throughout the Early Years Curriculum to support, consolidate and deepen learning, ensuring that the children meet their next steps.

We are committed to providing both indoor and outdoor provision for the children to work in and explore and it is our mission that the children will make good progress from their starting point.

At the End of the year, it is our aim to provide effective support to the children in their transition into KS1.


In Reception, we follow the Early Years Statutory Framework for the Early Years Foundation Stage, published in March 2014 by the DfES, which can be viewed if you click on the link below.

This Framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning that must be covered within the Early Years Curriculum.

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Prime Areas:

  • Personal, Social and Emotional Development

  • Physical Development

  • Communication and Language development

Specific Areas:

  • Literacy

  • Mathematics

  • Understanding the World

  • Expressive Arts and Design

The majority of learning within these areas is carried out in continuous provision, which are areas of the classroom specifically set up and organised to promote each aspect of learning.

When in these areas, an adult supports the children with their learning via the suggestion of activities, modelling of behaviour and use of language and by asking questions.

In addition to continuous provision, the children also participate in a daily Reading Meeting, Maths Meeting, Storytime Session and a Phonics Lesson. This is in addition to a focussed hour of Maths and English every morning.   

Though-out each week, the children are given plentiful of opportunities to work independently, collaboratively with their friends and with a member of staff. Equally, there will be plentiful of opportunities for parents and carers to come and work with their child, share their work and celebrate their successes.

At Hindsford, we promote the three charateristics of a good learner, which are:


The intended impact of the Early Years Curriculum is that the majority of children leave Early Years working at or above the expected level for their age – Good Level of Development.

In addition, it is the intended impact that the children:

  • are inspired to explore and learn more – i.e. have a thirst for learning.

  • develop the necessary skills to be a good learner – i.e. confident, resilient, look – listen and think, be curious, have a go, ask questions and learn from their mistakes.

  • can discuss their learning and remember what they have learnt.

  • apply the 3 characteristics of effective learning to their work.

  • be ready for the next stage of their school journey when leaving Reception.

Early Years Gallery:


Transition into Early Years:

If you have applied for Hindsford and received confirmation of a place, the first communication that you will receive from Hindsford is a letter from our children welcoming you to our school. This letter will be from our Year 5 children as these will become peer mentors the following year when the children start in Year 6.

The children will then receive an invitation either in the post or hand delivered inviting them to a welcome meeting to meet the children and staff and to look around the school. Also, to take part in some activities in the school hall.


The Class Teacher and Early Years staff will communicate with you in a variety of different ways, such as:

  • The School Blog

  • School Facebook Page

  • Class Dojo

  • Pupil Planners

Be Ready for School:

Below is a poster which will help get your child ready for Early Years.

Below is a copy of a guidance document, issued to support parents/carers in understanding the development of a child from birth to the End of Early Years.