Curriculum – EYFS
At Silver Tree Primary School, our Early Years provision spans Reception, Nursery (Little Acorns) and 2‑year‑olds (Tiny Seeds). Across all three rooms, we have high expectations for every child and are committed to ensuring they are happy, achieve their potential and have the very best possible start in life.
Our curriculum begins in the Early Years and is shared consistently across Tiny Seeds, Little Acorns and Reception. Teaching themes are built around carefully chosen core texts which inspire curiosity, imagination and a love of learning. These texts provide rich opportunities for children to explore, investigate and learn through purposeful play.
We ensure that learning is fun, engaging and appropriately challenging for all children, whatever their starting point. As an EYFS team, we act as positive role models and provide high‑quality interactions that deepen thinking, extend language and support children’s development. Our curriculum is delivered through a balance of adult‑led learning and child‑initiated exploration, following the EYFS Framework (2021) and responding to children’s interests.
We recognise that the environment plays a vital role in supporting and extending children’s learning. Across Tiny Seeds, Little Acorns and Reception, our indoor and outdoor spaces are thoughtfully planned to meet the needs of all areas of learning. Each room is organised into clearly defined, inviting areas that allow children to explore safely, independently and with confidence.
We encourage children to engage in purposeful, meaningful and challenging activities that promote curiosity, resilience and a love of learning. Our Early Years environment and curriculum work together to ensure every child thrives from their very first steps with us.
Our Curriculum
Our curriculum focuses on the three key skills for life long learning, these are :
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
Specific Areas of Learning:
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
Intent
At Silver Tree Primary School and Nursery, our Early Years provision is built on a clear and ambitious vision for every child.
We believe young children learn most effectively through purposeful play, high‑quality interactions and rich experiences. All children should have access to a wide range of opportunities that spark curiosity, deepen understanding and build strong foundations for future learning.
We are committed to ensuring every child is challenged to their full potential, whatever their starting point. Exploration, discovery and hands‑on learning form the basis of early childhood development, and we recognise that these experiences shape the rest of a child’s educational journey.
We aim to broaden children’s horizons by showing them the world beyond Ushaw Moor, nurturing their sense of self, confidence and independence. Our intent is to help children become enthusiastic, resilient and reflective learners who are ready for the next stage of their education.
Implementation
In Early Years at Silver Tree, our curriculum is broad, balanced and carefully sequenced to build on the knowledge, understanding and skills of all children.
We follow the Early Years curriculum through meaningful topic themes enriched with high‑quality experiences, enhancements, trips and visitors. Each topic is supported by carefully chosen core texts that promote speech, language and communication.
We meet all welfare requirements set out in the Statutory Framework for the Early Years Foundation Stage and actively safeguard and promote the wellbeing of every child.
We prioritise a language‑rich environment, embedding daily songs, nursery rhymes, stories and high‑quality interactions between adults and peers. Staff ensure conversations are purposeful, progressive and vocabulary‑building, enabling children to flourish as confident communicators. Early reading is nurtured through a love of books and the systematic teaching of phonics using the Success for All Phonics programme.
Mathematical thinking is developed through direct teaching, exploration and real‑life application. We want children to become confident early mathematicians who can use their knowledge in meaningful contexts.
Our environment is designed to strengthen children’s physical development and core muscles through active, physical play. Children spend time outdoors in all weathers, engaging in rich sensory experiences such as the mud kitchen, sandpit and outdoor learning sessions. Indoor and outdoor spaces are adaptable and responsive, reflecting children’s interests and supporting progression.
Skilled adults facilitate play that helps children learn to work together, manage their feelings, solve problems and ask questions. Planning remains flexible and responsive, allowing staff to adapt learning based on children’s needs, interests and developmental stages.
We value strong partnerships with parents and recognise their crucial role in children’s learning. Parents receive knowledge organisers each half term to outline key learning and offer guidance on how to support this at home.
Children in Early Years are continually observed and assessed to inform next steps and provision. In Reception, children are assessed in relation to their progress towards the Early Learning Goals (ELGs). These ongoing assessments ensure teaching is responsive and that every child receives the support and challenge they need.
Impact
Our Early Years curriculum ensures that children, from their own starting points, make strong and sustained progress. During their time with us, children work towards the national expectation for a Good Level of Development (GLD) at the end of Reception and make good progress towards age‑related expectations both academically and socially.
Children develop the Characteristics of Effective Learning, enabling them to apply their knowledge in a range of situations, make links, explain their ideas and think critically. They become confident to take risks, talk about their successes and reflect on their challenges, drawing on their experiences to improve or adapt what they are doing.
We believe our high standards are the result of:
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a carefully planned and enriched play‑based curriculum
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a well‑designed and purposeful learning environment
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high‑quality interactions and teaching
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rigorous, ongoing assessment
We value and prioritise quality conversations, singing and repetitive rhymes/stories, all of which support children’s vocabulary acquisition and use.
By the end of Early Years, the aim is for children to leave us as confident, capable learners ready to thrive in Year One.