St George’s Primary
School
The Early Years
Foundation Stage
The areas of learning and
development within the EYFS
The Areas of Learning and are our Curriculum in EYFS.
There are Seven areas of learning.
Three Prime
Personal social and emotional development
Physical Development
Communication and language
Four Specific
Literacy
Mathematics
Understanding the world
Expressive arts and design
The Early Learning goals

Within the 7 areas of learning there are 17
ELG’s. These are what the children work on
throughout the year and are assessed against at
the end of the year. 3 Prime areas;
 Making relationships - PSE
 Self Confidence and self awareness
 Managing feelings and behaviour
 Listening and attention - Communication
 Understanding
 Speaking
 Moving and Handling – Physical development
 Health and Self Care
The Early Learning goals
4 Specific areas;
Reading - Literacy
Writing
Number - Numeracy
Shape Space and Measure
People and Communities – Understanding the
World
The World
Technology
Exploring and using media and materials
Being imaginative – Expressive Arts and Design
Personal, Social and
Emotional Development
Helping children develop a positive sense of
themselves.
Helping children to manage and understand
their feelings.
Encourage children to be independent and to
interact with other children and adults.
Helping children to become confident, safe,
secure and ready to learn from new experiences.
How can you help at home?
Support your child to respond to different
activities and events talking about their
feelings.
Play games which encourage sharing and turn
taking which will help your child to build their
social skills.
Encourage discussions about achievements and
goals.
Physical Development
Supports children’s understanding of a healthy
and safe development.
Provides opportunities for using a range of
large and small equipment.
Helps children to develop a sense of space
around themselves and others.
Encourages children to explore balancing
travelling and climbing equipment.
Develops children's practical skills such as
dressing, undressing and using the toilet.
How can you help?
 Give your child time to run, jump, climb and play outdoors.
 Share stories about being healthy, choosing the right food,
drinking water and getting plenty of sleep.
 Encourage your child to participate in activities such as
building, drawing, threading beads, playing with water,
malleable materials and construction.
 Encourage and support your child to independently use the
dress and undress and use the toilet.
Communication and
Language
 Encourages children to develop conversational skills.
 Will help children to develop listening and
concentration skills.
 Develops children's abilities to respond to and follow
instructions.
 Provides opportunities to extend and develop their
vocabulary.
 Provides opportunities to recreate experiences and roles
through play.
How can you help?
 Encourage your child to listen and respond
appropriately
 Encourage your child to engage in conversations with
new people.
 Encourage your child to pose questions that use why ,
how, where, what, when and who.
 Take time to listen to your child talking about things
they’ve done and answering their questions.
Literacy
 Naming and recognising letters of the alphabet.
 Learning strategies to decode new words for reading
and writing.
 Learning to hear, recognise and say strings of rhyming
words.
 Enabling children to read words and sentences.
 Enabling children to write simple words and phrases.
 Encouraging children to use their imagination in
response to stories and experiences.
 Sharing and discussing familiar books.
How can you help?
 Share stories and books at home discussing the
characters and sequence of events.
 Sing simple familiar rhymes.
 Have fun with chalks, crayons, and whiteboards.
 Play imaginative games and dress up as different
characters.
 Look out in the environment for familiar letters and
words.
 Make up stories with your child and act out the
different roles and plots.
Mathematics
Teaches children to count up to 20 and
beyond.
Encourages children to recognise, write and
order numbers to 20.
Teaches the skills and understanding for adding
and take away, doubling and halving.
Encourages children to use mathematical words
when talking about capacity, position, distance,
time and money.
Supports children’s understanding of shape and
size including 2D and 3D shapes.
How can you help?
Talk about the shapes you can see in the
environment.
Comparing things which are heavy and light or
long and short.
Look out for numbers in and out of the home.
Singing counting songs and rhymes.
Counting, adding and subtracting anything and
everything - socks, cars, shopping, cutlery,
fingers and toes!
Cooking!!
Understanding the World
Helps children to gain an understanding of
their world.
Finding out about other people and places.
Encourages children to look at changes in their
life
Encourages them to explore and investigate.
Make observations of animals, plants and talk
about changes and differences.
How can you help?
Talk with your child about the places they go
and things they see in the world around them.
Answering and encouraging questions - What
if…? Why do you think…? How did you…?
Letting children join in with everyday activities
- washing up, cooking, shopping, helping in the
garden...
Lots of opportunities to explore inside and
outside in a variety of environments.
Expressive arts and design
Provides an opportunity for children to share
their thoughts, feelings and ideas.
Enables children to explore and play with a
variety of art materials and media.
Inspires children to explore colour and colour
changes.
Helps them to explore shape and texture using
all of their senses.
Develops an interest in music, singing and
imaginative play..
.
How can you help?
Talk with your child about their imaginative
play and join in if possible!
Have junk modelling sessions and see what you
can create.
Paint a picture and not necessarily on a piece of
paper.
Play musical instruments.
Dance to your favourite music.
The Early Learning goals
 The Early Learning Goal is the statement for each area
of learning that the children work towards achieving by
the end of the foundation stage.
 The Developmental scale starts at birth and tracks the
stages of developmental towards achieving the Early
Learning Goal.
 Links to Development matters and the Early Learning
Goals are on the F2 page of the school website.
PSED
Birth – 11
months
Making relationships
Enjoys the company of others and seeks contact with others from birth.
• Gazes at faces and copies facial movements. e.g. sticking out tongue, opening mouth and widening eyes.
• Responds when talked to, for example, moves arms and legs, changes facial expression, moves body and makes mouth
movements.
• Recognises and is most responsive to main carer’s voice: face brightens, activity increases when familiar carer appears.
• Responds to what carer is paying attention to, e.g. following their gaze.
• Likes cuddles and being held: calms, snuggles in, smiles, gazes at carer’s face or strokes carer’s skin.
•
8 – 20 months
• Seeks to gain attention in a variety of ways, drawing others into social interaction.
• Builds relationships with special people.
• Is wary of unfamiliar people.
• Interacts with others and explores new situations when supported by familiar person.
• Shows interest in the activities of others and responds differently to children and adults, e.g. may be more interested in
watching children than adults or may pay more attention when children talk to them.
16 – 26 months
• Plays alongside others.
• Uses a familiar adult as a secure base from which to explore independently in new environments, e.g. ventures away to play
and interact with others, but returns for a cuddle or reassurance if becomes anxious.
• Plays cooperatively with a familiar adult, e.g. rolling a ball back and forth.
22 – 36 months
• Interested in others’ play and starting to join in.
• Seeks out others to share experiences.
• Shows affection and concern for people who are special to them.
• May form a special friendship with another child.
30 – 50 months
• Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
• Initiates play, offering cues to peers to join them.
• Keeps play going by responding to what others are saying or doing.
• Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
40 – 60+ months
• Initiates conversations, attends to and takes account of what others say.
• Explains own knowledge and understanding, and asks appropriate questions of others.
• Takes steps to resolve conflicts with other children, e.g. finding a compromise.
Early Learning Goal
Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to
organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with
adults and other children.
Foundation Stage Profile
 During the past four weeks the Teachers and TA’s have
been busy getting to know your children and
completing a baseline of where each child is currently
against the Developmental Scale. This information is
used to plan next steps in learning.
 Your child’s class teacher will collect evidence of their
achievement towards each of the areas of learning.
 This information will be collated in your child's
Learning Journey.
 Evidence is based on observations, discussions,
questioning, photographs – a balance of adult led and
child initiated learning. Children working
independently, in groups, as a whole class and with and
without adults. Evidence is gathered based on what
children can do independently.
Foundation Stage Profile
 A final judgement will be made at the end of the
academic year using all the evidence collected.
 The children will be assessed against each of the 17 Early
Learning Goal as:
 Emerging
Expected
Exceeding
 The goals are not hierarchical and can be achieved in
any order. Children may be emerging in one area and
expected or exceeding in another.
 Children emerging in an area continue to have progress
measured on the developmental scale.
 This judgement will then be used to inform the Year 1
teacher and the Local Education Authority of your
child's achievements.
Foundation Stage Profile
Parents will be updated at regular intervals
throughout the year on their child’s progress.
Parents will be given regular opportunities to
view their child's learning journey.
Parents will receive an end of year report in
Summer detailing their child’s progress and
next steps.
A typical day in Foundation…
Within a typical F2 classroom you can expect
to see children participating in a variety of child
initiated and teacher led sessions.
Your child's Class Teacher and Teaching
Assistant will be observing the children and
documenting their achievements.
At different points throughout the day your
child will work directly with the Class Teacher
or Teaching Assistant in a small group activities
or whole class activity.
A typical day in Foundation…
We plan responsively to follow the children’s
individual needs and interests.
We follow very broad topics which ensure key
skills and concepts are delivered whilst allowing
us to be flexible, responsive and meet each
child’s needs.
We follow Read Write Inc. for Literacy and
Maths Makes Sense for Numeracy in line with
the rest of the school.
The classroom environment is set up to deliver
the 7 areas of learning and enhanced to follow
interests and challenge and extend learning.
Food and Drink
Allergies and food intolerance – please ensure
we are kept informed of any changes.
Daily fruit – daily fresh fruit is on offer for all
children.
Water – is readily available throughout the day,
please send a water bottle in with a clear label
and ensure it contains water only.
Interventions
 Termly additional support or extension work.
 Specific and targeted.
 Led by either the class teacher or TA.
 Parents will be kept informed.
 Teachers use their planning and assessment to
inform them and use this as the basis for their
decision when planning interventions and selecting
children.
 Should you have specific concerns about your
child’s development please speak to your class
teacher or make an appointment to see our school
SENCO- Mrs Mitchell
PE Days
Each week your child will participate in a PE
sessions – this is in addition to access to
outdoor provision
Your class teacher will display the days on the
website in the routines section– each child has
been provided with a PE kit
Please help your child by practising to dress and
undress independently
How can you help us?
Completing / commenting on learning stories
and returning.
Encouraging children to bring in learning or
experiences to share so that we can be
responsive and follow interests.
Completing ‘at home’ observations.
Awards/certificates
Coming soon…
 Reading workshop evening
 Writing workshop evening
 Mathematics workshop evening
 Stay and play
 Books for bedtime
 Please check the school website regularly for updates
of our learning and key dates and information
stgeorges.wirral.sch.uk
Please ensure class teachers are aware if you do not wish
photographs of your child to be displayed on the website.
And Finally…
If you have any worries or concerns please
come in and see us and we will do our best to
help you.
We look forward to working with you and
your child for the rest of the year.