Early Years

Our Foundation Stage

At Claregate Primary school, we offer 15 hour funded Nursery placements and 30-hour Nursery for eligible working parents of 3- and 4-year-olds. We also have two Reception classes. Nursery and Reception plan topics to meet the ages and stages of the children within our care, understanding that children develop and learn in different ways. We offer a flexible approach to learning, following the children’s interests when possible, to allow for greater autonomy over their learning.

What the Foundation Stage Means to Claregate Primary School

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”

At Claregate, our vision of "Inspire Tomorrow Today" underpins our commitment to giving every child the strongest possible start to their education, nurturing confident, resilient and successful learners.

The Early Years Foundation Stage applies to children from birth to the end of the Reception year.

At Claregate Primary School, children join us in Nursery after home visits and full time in Reception after transition sessions with Parents/Carers and meetings with the children’s previous settings.

The Early Years Foundation Stage is based upon four themes:

A Unique Child
Positive Relationships
Enabling Environments
Learning and Development

A Unique Child

At Claregate Primary School we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration and rewards, to encourage children to develop a positive attitude to learning.

Positive Relationships

At Claregate Primary School we recognise that children learn to be strong, confident and independent from being in secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.

Parents/Carers as Partners

We recognise that Parents/Carers are children’s first and most enduring educators and we value being partners with them in their child’s education through:

Talking to Parents/Carers about their child before their child starts in our school.
Offering both Parents/Carers and children the opportunity to spend time in the Foundation Stage before starting school.
Operating an open door policy for Parents/Carers with any queries.
Sharing regularly the children’s ‘Learning Journey’ with Parents/Carers and valuing the ongoing contributions to this from Parents/Carers.
Offering three Parent/Carer Teacher consultation evenings per year.
Sending a report on their child’s attainment and progress at the end of their time in the Foundation Stage
Developing a range of activities throughout the year that encourage collaboration between child, school and Parents/Carers.

All staff involved with the EYFS aim to develop good relationships with all children, interacting positively with them and taking time to listen to them.

Enabling Environments

At Claregate Primary School we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences.

Learning and Development

Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.

There are seven areas of learning and development that must shape educational provision in Early Years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

We deliver learning for all of the areas through, purposeful play and learning experiences, with a balance of adult-led and child-initiated activities.

Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. Reference: Early Years Foundation Stage Statutory Framework (Department for Education, September 2026)

Through play our children explore and develop learning experiences, which help them make sense of the world. They practice and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems.

In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:

Playing and exploring - children investigate and experience things, and ‘have a go’
Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.