Early Years Foundation Stage (EYFS)

Children in the Nursery and Reception Class follow the EYFS.

‘The earliest years in a child’s life are absolutely critical. There is overwhelming international evidence that foundations are laid in the first years which, if weak, can have a permanent and detrimental impact on children’s longer term development. A child’s future choices, attainment, wellbeing, happiness and resilience are profoundly affected by the quality of the guidance, love and care they receive during these first years.’ - Dame C Tickell

Nursery Children

We are able to admit children into our Nursery cohort from the term after their 3rd birthday, or are in receipt of 3 year old funding.

The children join our reception class for the mornings and we have a member of staff who acts as their 'Key Person'.

Please contact us at school if you would like any more information about our nursery provision.

In Class 1 we are passionate about creating a secure and encouraging environment where children are supported to follow their curiosity, to feel the satisfaction of meeting their own challenges and to think for themselves so they can become confident, active learners.

Our provision includes thoughtfully chosen resources which are continuously available for children to access independently across every area of learning. In addition, specific resources are placed within the indoor and outdoor environment which matches themes or interests of the children.

We take account of the recent research on characteristics of effective learning and have embedded principles such as Outdoor Learning into the timetable to provide the varied experiences children need to explore the world and develop skills such as maths, literacy and physical development on a larger scale.

We constantly review our provision to establish best practice using specialist advice, such as from the Bucks Learning Trust, other Foundation Stage Settings and research into effective Learning activities within areas such as Communication, Language, Social development, Creative development, Literacy Maths and Understanding the World.

We develop close relationships with parents, discussing their children's interests or visiting them at their previous settings before they start so that children can be welcomed into a caring and stimulating environment from day 1.

We take full advantage of the idyllic wooded setting and small class size to further enhance the learning experience. Together with parents and carers we ensure that children have the best possible start to their life- long 'Learning Journey'.

If you are looking for a potential place please do not hesitate to come and see us at Cadmore End to discuss the provision we can offer your child!

Children are taught through structured play activities that are designed to give them a wider understanding of the world in which we live. There are seven areas of learning in the EYFS. These areas are:

Prime Areas:
  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development
Specific Areas:
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design 
Overarching Principles
There are four overarching principles that shape practice in our early years setting. These are:
  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
  • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
At Cadmore End School we are committed to promoting learning through play while gradually introducing structure and more formal learning patterns. The curriculum guidance for the EYFS underpins our planning. By the end of Reception it is expected that most children will achieve the early learning goals for the end of the EYFS. From this point the children can access the National Curriculum when they transfer to Year One.

Early Years Bucks Quality Assurance Award

When we were awarded the Early Years Bucks Quality Award we were one of the first schools to achieve the standard in Bucks.

The QAA has been developed for people who work with children. Childcare takes place in many different environments, for example a childminder’s home, playgroup, nursery or after school club. The QAA is a scheme that enables settings to continually review, evaluate and improve their practice. It has been developed in partnership with the Sheffield Quality Assurance Award by people working in early years and day care settings across Bucks. The award is undertaken voluntarily. It is a quality standard to be used as a guide for parents seeking high quality childcare and education.

Settings can only gain the Bucks QAA by achieving a high level of quality throughout their provision. This ensures that children receive care, play and educational experiences of the highest standards. All the staff are involved in working through the five modules of the Bucks QAA program. It can take up to two years to complete due to the level of commitment, time and thought it requires.

The five modules are: The Welcome, The Team, Play and Learning, Meeting Everyone’s Needs, Management and Business. All settings are assigned a dedicated mentor to support them in completing the QAA. An independent verifier checks that the required standards are achieved for a certificate to be awarded for each module. Once the full Bucks QAA has been achieved standards are maintained through unannounced visits by verifiers and annual reviews. A full review is undertaken every three years.

Learning Outdoors in the EYFS

Our surroundings provide an ideal site for an outdoor classroom. Learning outdoors creates a unique learning vehicle that is used to encourage the use of open space for interactive play, health, recreation and personal development.

Through play, the children have the opportunity to learn about the natural environment, how to handle risks and most importantly to use their own initiative to solve problems and co-operate with others. We aim to develop:
  • Self Awareness
  • Self Regulation
  • Intrinsic Motivation
  • Empathy
  • Good Social Communication Skills
  • Independence
  • A Positive Mental Attitude, Self-Esteem and Confidence.