Learning in Early Years Foundation Stage

The Early Years Foundation Stage (EYFS) sets the standards that all early years’ providers must meet to ensure that children learn and develop well and are kept healthy and safe.

It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

The EYFS seeks to provide:

  • Quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
  • A secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
  • Partnership working between practitioners and with parents and/or carers;
  • Equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.

The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare.

The learning and development requirements cover:

  • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings;
  •  the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and
  • assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers)

“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”

Ofsted

“Pupils are motivated to learn. They enjoy lessons and they achieve well.”

Ofsted

“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”

Ofsted

“Pupils are well prepared for secondary education.”

Ofsted

“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”

Ofsted

“Pupils love the ‘Thorpepark 50’.”

Ofsted

“Pupils often benefit from bespoke plans which are matched to their needs.”

Ofsted

“Pupils are empathetic and show understanding of other pupils’ needs.”

Ofsted

“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”

Ofsted

“Children in the early years get off to a good start.”

Ofsted

“Pupil ambassadors check on other pupils’ well-being.”

Ofsted

“Pupils are exposed to a wide range of high-quality books.”

Ofsted

“Pupils are motivated to learn.”

Ofsted

“Parents work in partnership with leaders and staff.”

Ofsted

“Pupils learn about people and places from their local area in all subjects.”

Ofsted

“There is a truly inclusive ethos.”

Ofsted

“Pupil mentors support younger pupils and those new to the school.”

Ofsted

“Lots of initiatives are in place to encourage pupils’ love of reading.”

Ofsted

“Leaders have ensured that the teaching of reading is strong.”

Ofsted

“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”

Ofsted

“Pupils understand how to keep their minds and bodies healthy.”

Ofsted

“Pupils know ways to raise their own self-esteem and that of others.”

Ofsted

“Pupils learn the importance of contributing to their community.”

Ofsted

“Pupils thrive at Thorpepark Academy.”

Ofsted

“The school’s offer for pupils’ personal development is exceptional.”

Ofsted

“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”

Ofsted

“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”

Ofsted

“Leaders prioritise pupils’ well-being.”

Ofsted

“Leaders know the pupils, their families and the community very well.”

Ofsted

“Many parents appreciate the adult learning and volunteering opportunities available to them.”

Ofsted