In This Section

Early Years Foundation Stage

Our youngest pupils settle quickly into school life and make excellent progress from the day they start. They soon become part of the school community and are some of our most confident children. As classroom rules and routines are established, the children feel safe and at home, growing more and more independent. By the time they leave Reception and move into Year 1, the majority of children are ready for more formal learning, having developed physically, socially and emotionally through structured play opportunities and focused learning tasks.

Partnership with parents/carers

The motto “Believe, achieve, succeed – Learning without limits,” begins even before a child starts at Stanburn Primary School. We believe in a strong partnership between home and school, and value the contribution parents and carers make to their child’s education. Parents contribute to initial assessments of children’s starting points through home visits and effective transition processes from pre-school into Reception. Links with home include formal and informal meetings and home learning opportunities. Parents are kept informed of children’s progress regularly and attend workshops to learn about the EYFS curriculum.

The partnership with parents is strong, and they are very happy with the school’s approach to working with them. OFSTED, 2016

The EYFS curriculum

There is a broad curriculum which is carefully planned to meet the needs and interests of all children and includes experiences to inspire children both indoors and outside.

Colourful and stimulating classrooms stimulate children to learn each of the seven themed areas that reflect the early years curriculum. OFSTED, 2016

The curriculum provides a range of interesting and challenging experiences that meet children’s needs and help them make progress towards the Early Learning Goals. It also provides opportunities for children to develop their understanding of diversity and respect for each other’s differences.

Strong coverage of the curriculum means that children maintain a lively interest in activities in calm learning environments, which support learning very well. OFSTED, 2016

Children feel safe and build relationships with each other successfully. Carefully chosen themes and stories provide opportunities to discuss staying safe in an appropriate and sensitive context. Feedback from parents in Learning Journeys shows that children feel safe and are able to describe their feelings. The use of Kagan cooperative learning strategies enables children to make friends, cooperate and share experiences. There is a focus on active learning which provides many opportunities for oral interaction and personal, social and emotional development. Children communicate and interact with each other and adults confidently due to effective role modelling by all adults. Children’s social, moral, spiritual and cultural awareness is supported through whole school projects, visits and visitors, class charters (RRSA), collective worship and charity events.

Teaching is effective in early years and leads to children making good progress. OFSTED, 2016

Open ended opportunities are provided to develop a positive attitude and foster the characteristics of learning. The introduction of the ‘Achievosaurs’ has enabled children to become independent and resilient learners.  


Effective transition procedures ensure children settle well and develop their understanding of how to stay safe.

Safeguarding is effective and children are safe and happy in the early years environment and the school. OFSTED, 2016

Transition into Reception and into KS1 is successful due to collaborative working between the Reception and Year 1 teams. Early Learning Goals are shared with parents and Year 1 teachers. An effective transition policy is in place and links with feeder pre-schools are being strengthened and developed. All families are also offered a home visit prior to starting Reception.

Assessment in the EYFS

All adults have high expectations of children based on an accurate assessment of children’s skills, knowledge and understanding when they join the school. Assessment is monitored effectively and pupil progress measured half termly. The Reception Baseline shows that children’s starting points are lower than National and that they make good progress. The Good Level of Development has been steadily rising since 2012 and was above Harrow and National figures for 2016.

Initial assessments before children enter the school lead to teachers having an accurate assessment of the strengths and weaknesses of children’s skills. Accordingly, support is mapped out and children can have a ‘flying’ start when they arrive. OFSTED, 2016

Any gaps between the attainment of groups is carefully tracked and interventions put in place which are then carefully monitored for impact.

Learning journals exemplify progress and starting points well. By the end of Reception, children have a good understanding of blending the sounds letters make; they write simple sentences and stories accurately and have a sound grasp of basic number skills. OFSTED, 2016