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Fulltime places now available for our Pre-school for September 2021, please complete an application form (available on our website) and return to school or contact us for more information


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End of year expectation

In Nursery we follow the Early Years Foundation Stage (EYFS) curriculum. Our classroom is set up to encourage the children to explore, play and learn together.


The EYFS curriculum is split into broad age bands which begin at 0-11 months upto 40-60 months (Reception).

  • Children entering Nursery should be beginning to demonstrate skills in the 30-50 months age band.
  • Children leaving Nursery at the end of the year should be beginning to show skills in the 40-60 months age band.


The EYFS Curriculum


The EYFS curriculum is broken down into 7 areas, these are:


Prime Areas 

  • Personal, social and emotional development

  • Communication and language

  • Physical development


Specific Areas 

  • Literacy

  • Mathematical development

  • Understanding of the world

  • Expressive arts and design


Early learning goal


Making Relationships

They will learn to: play in a group, extending and elaborating play ideas, Initiate play with others, offering cues to peers to join them. Children will learn to keep play going by responding to what others are saying or doing. We will be able to demonstrate friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

Self-confidence and self-awareness

They will learn to select and use activities and resources with help, Welcomes and value praise for what they have done. The children will learn to enjoy responsibility of carrying out small tasks. They will be more outgoing towards unfamiliar people and more confident in new social situations. The children will be confident to talk to other children when playing, and will communicate freely about own home and community. They will show confidence in asking adults for help and will be confident to speak to others about own needs.

Managing feelings and behaviour

The children will learn to be aware of own feelings, and know that some actions and words can hurt others’ feelings. They will begin to accept the needs of others and can take turns and share resources, sometimes with support from others. The children will learn to usually tolerate delay when needs are not immediately met, and understand wishes may not always be met. They will be able to usually adapt behaviour to different events, social situations and changes in routine.

Communication and Language

Listening and attention

The children will learn to listens to others one to one or in small groups, when conversation interests them. Listen to stories with increasing attention and recall. They will join in with repeated refrains and anticipate key events and phrases in rhymes and stories. The children will have focusing attention – still listen or do, but can shift own attention. They will be able to follow directions (if not intently focused on own choice of activity).


The children will learn to understand use of objects (e.g. “What do we use to cut things?’). Also, to be able to show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. They will respond to simple instructions, e.g. to get or put away an object. The children will begin to understand ‘why’ and ‘how’ questions.


They will begin to use more complex sentences to link thoughts (e.g. using and, because). They will retell a simple past event in correct order (e.g. went down slide, hurt finger). Also, use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences. The children will question why things happen and gives explanations. They will ask e.g. who, what, when, how. The children will use a range of tenses (e.g. play, playing, will play, played). And use intonation, rhythm and phrasing to make the meaning clear to others. They will learn to use vocabulary focused on objects and people that are of particular important to them. The children will build up vocabulary that reflects the breadth of their experiences and will use talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.

Physical Development

Moving and handling

The children will learn to move freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. •They will mount stairs, steps or climbing equipment using alternate feet. The children will walk downstairs, two feet to each step while carrying a small object. They will run skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. Also, stand momentarily on one foot when shown. The children will learn to catch a large ball and draws lines and circles using gross motor movements. They will use one-handed tools and equipment, e.g. makes snips in paper with child scissors. Also, hold pencil between thumb and two fingers, no longer using whole-hand grasp. The children will hold a pencil near point between first two fingers and thumb and uses it with good control. Also, they will be able to copy some letters, e.g. letters from their name

Health and self-care

The children will be able to tell adults when hungry or tired or when they want to rest or play. They will observe the effects of activity on their bodies and understand that equipment and tools have to be used safely. The children will gain more bowel and bladder control and will be able to attend to toileting needs most of the time themselves. The children will be able to usually manage washing and drying hands. They will dress with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom



They will learn to:  Enjoy rhyming and rhythmic activities, Show awareness of rhyme and alliteration, recognise rhythm in spoken words and listen to and join in with stories and poems, one-to-one and also in small groups. They will join in with repeated refrains and anticipate key events and phrases in rhymes and stories. The children will begin to be aware of the way stories are structured. Thy will suggest how the story might end. The children will listen to stories with increasing attention and recall. Also, describe main story settings, events and principal characters. They will show interest in illustrations and print in books and print in the environment. They will recognise familiar words and signs such as own name and advertising logos. The children will be able to look at books independently and handle books carefully. They will know information can be relayed in the form of print. They will hold books the correct way up and turns pages. Also, know that print carries meaning and, in English, is read from left to right and top to bottom.


They will sometimes give meaning to marks as they draw and paint. Also, ascribe meanings to marks that they see in different places



They will use some number names and number language spontaneously, use some number names accurately in play, Recite numbers in order to 10, Know that numbers identify how many objects are in a set and begin to represent numbers using fingers, marks on paper or pictures. They will sometimes match numeral and quantity correctly, show curiosity about numbers by offering comments or asking questions, compare two groups of objects, saying when they have the same number and show an interest in number problems. The children will learn to separate a group of three or four objects in different ways, beginning to recognise that the total is still the same and show an interest in numerals in the environment. They will show an interest in representing numbers, realise not only objects, but anything can be counted, including steps, claps or jumps.

Shape, space & measure

The children will learn to:

•Show an interest in shape and space by playing with shapes or making arrangements with objects.

•Show awareness of similarities of shapes in the environment. •Uses positional language.

•Show interest in shape by sustained construction activity or by talking about shapes or arrangements.

•Show interest in shapes in the environment.

•Use shapes appropriately for tasks.

 •Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.


Understanding the world

People and communities

The children will learn to:

Show interest in the lives of people who are familiar to them.

•Remember and talk about significant events in their own experience.

•Recognise and describes special times or events for family or friends.

•Show interest in different occupations and ways of life. •Know some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

The World

The children will learn to:

Comment and ask questions about aspects of their familiar world such as the place where they live or the natural world.

• talk about some of the things they have observed such as plants, animals, natural and found objects.

 •Talk about why things happen and how things work. •Develop an understanding of growth, decay and changes over time.

 •Show care and concern for living things and the environment.


The will learn to

• operate simple equipment, e.g. turns on CD player and uses remote control.

•Show an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones. •Show skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.

 •Know that information can be retrieved from computers

Expressive arts and design

Exploring and using media and materials

They will learn to:

Enjoy joining in with dancing and ring games.

•Sing a few familiar songs.

•Begin to move rhythmically.

 • Imitate movement in response to music.

 •Tap out simple repeated rhythms.

 •Explore and learn how sounds can be changed.

•Explore colour and how colour can be changed. •Understand that they can use lines to enclose a space, and then begin to use these shapes to represent objects. •Begin to be interested in and describe the texture of things.

 •Use various construction materials.

 •Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

 • Join construction pieces together to build and balance. •Realise tools can be used for a purpose.

Being imaginative

The children will learn to:

Develop preference for forms of expression.

•Use movement to express feelings.

 •Create movement in response to music.

•Sing to self and makes up simple songs.

•Make up rhythms.

•Notice what adults do, imitating what is observed and then doing it spontaneously when the adult is not there. •Engage in imaginative role-play based on own first-hand experiences.

•Build stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.

•Use available resources to create props to support role-play.

•Capture experiences and responses with a range of media, such as music, dance and paint and other materials or words.