Early Years

Early Years Foundation Stage

Starting school is one of the most important moments in a child’s life and here at Churchill we recognise the need for this to be managed with care, consideration and compassion. 

Following the acceptance of a place at the school, we will invite you to a variety of events to help you to get to know the school better and understand what it will mean for you and your child as well as keeping you fully informed about the process to ensure a smooth transition into school. 

Learning through play is at the heart of our practice and embedded into every aspect of our learning environment. We believe that children learn best through active engagement with the world around them through meaningful experiences, supported by skilled practitioners.  

The Early Years Foundation Stage is developed through seven areas of learning and development. These are split into prime and specific areas. 

The prime areas are:

• Communication and Language 
• Physical Development
• Personal, Social and Emotional Development 

The specific areas are: 

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

Reception children have direct, constant access to our outside classroom “Winston’s Den” which is a continuation of our learning environment. We also utilise our amazing grounds including our woodland area.  This gives the children opportunities to explore and investigate our ever changing natural world. 

In Reception we have a big focus on children’s personal and social skills including building friendships and encouraging children to become more independent learners.  This is fostered through promoting our school’s vision and values. 

Through daily observation and interaction, we are able to build a rich and accurate understanding of each child through all aspects of learning and development. Observations are recorded using Tapestry which parents have continuous access to and are used to carefully assess and plan activities around their interests. 

We value the importance of the children’s transition into Year One and work collaboratively ensuring the transition is seamless, and that children and parents are aware of the any changes.