Early Years Foundation Stage (EYFS)

In the Early Years, we follow the Early Years Framework

Early Years Learning at Hartlip School

At Hartlip School, our youngest children learn within a carefully planned and nurturing environment that reflects best practice in early childhood education. We follow the Early Years Foundation Stage (EYFS) Framework, ensuring that children’s early experiences provide them with strong foundations for lifelong learning, wellbeing and success.

A Thoughtful Mixed‑Age Approach: EYFS and Year 1 Together

Children in our Early Years provision learn within a mixed EYFS and Year 1 class (Robins Class). This means that two curricula are intentionally in place: the EYFS curriculum alongside the Year 1 National Curriculum. This is a conscious, research‑informed planning decision made in the best interests of children at this crucial stage of development.

For our youngest children, joining a class with established Year 1 pupils provides immediate emotional security. Familiar routines are already embedded, and younger children naturally form friendships and “buddy up” with older peers who act as positive role models. Research into mixed‑age groupings highlights the social, emotional and language benefits of learning alongside slightly older children, particularly in developing confidence, communication and independence. As a result, children settle more quickly, feel safe and develop a strong sense of belonging from the very start.

Why We Do Not Place Year 1 Directly into a Year 1/2 Class

Evidence shows that Year 1 children benefit significantly from continuing an EYFS‑informed, play‑based and hands‑on approach rather than moving too quickly into a more formal Year 2 environment. Studies into play‑based learning in Year 1 classrooms demonstrate that children make better academic progress, show stronger engagement and maintain positive attitudes to learning when creativity, exploration and structured play remain central.

In contrast, research and professional case studies indicate that premature formalisation can lead to a plateau in learning, particularly in mixed Year 1/2 classes where developmental differences are wide and curriculum demands increase sharply. By keeping Year 1 children within an EYFS‑rich environment, we protect progress, sustain curiosity and support deep understanding.

Strong Foundations in Reading and Writing

We wholeheartedly endorse national research which confirms that secure early reading and writing skills by the end of Year 2 are essential. High‑quality early education and strong phonics teaching in Reception, Year 1 and Year 2 are strongly associated with later academic success, particularly as children transition into Key Stage 2.

The evidence is clear: children who establish fluency and confidence in early literacy are far better prepared for the increased curriculum demands of Key Stage 2, becoming confident, independent learners with the most vital skills securely in place. High‑Quality Staffing and Expertise

Our experienced EYFS/Year 1 team in Robins Class work collaboratively to deliver carefully sequenced learning that meets the needs of all children. We invest in high staffing ratios from EYFS through to the end of Year 2, enabling timely intervention, personalised support and rich adult‑child interactions, an approach strongly recommended in early years research.

How the EYFS Is Taught at Hartlip School

The EYFS at Hartlip School is taught in line with the statutory EYFS framework, which emphasises that children learn best through play, active exploration and meaningful experiences. Learning is organised around the seven areas of learning, with particular focus on the three prime areas:

Communication and Language
Personal, Social and Emotional Development
Physical Development

These underpin progress in Literacy, Mathematics, Understanding the World, and Expressive Arts and Design.

We place strong emphasis on the Characteristics of Effective Learning, playing and exploring, active learning, and creating and thinking critically, ensuring children develop curiosity, resilience and motivation alongside academic skills, as recommended in Birth to 5 Matters guidance.

Through this carefully balanced, research‑informed approach, children at Hartlip School are given the very best start: happy, confident, capable learners who are ready to thrive as they move into Key Stage 2 and beyond.In Key Stage 1 and the Early Years, we have chosen to adopt Little Wandle as our scheme of fidelity.

Phonics and Early Reading in EYFS

At Hartlip School, we place a very strong emphasis on early reading, as we know that learning to read confidently opens the door to all future learning. From the very beginning of their time with us, children are taught phonics through a systematic, synthetic programme, in line with national expectations and research evidence.

Our Phonics Programme: Little Wandle Letters and Sounds Revised

We teach phonics using Little Wandle Letters and Sounds Revised, a Department for Education‑validated systematic synthetic phonics (SSP) programme. Using a programme with fidelity means that phonics teaching is consistent, carefully sequenced and delivered in the same way by all adults, helping children to make rapid and secure progress.

Little Wandle is designed to ensure that every child learns to read, regardless of starting point. It provides a clear progression from the earliest sounds through to fluency and confidence, reducing cognitive overload and supporting children’s long‑term memory.

How Phonics Is Taught in EYFS

Phonics teaching begins in Reception and is taught daily in short, focused sessions. Children learn to:

Recognise and say sounds (phonemes)
Match sounds to letters or letter groups (graphemes)
Blend sounds together to read words
Segment words into sounds to spell

The programme follows a carefully planned sequence, moving through the recognised phases at a pace that allows children to revisit and embed learning securely. Tricky (common exception) words are taught alongside phonics so that children can begin to read a wide range of texts quickly and with confidence.

Reading Practice and Decodable Books

Alongside phonics lessons, children take part in regular reading practice sessions in small groups. These sessions focus on:

Decoding – applying phonics to read words
Fluency and prosody – reading smoothly with expression
Comprehension – understanding and talking about what they have read

Children read fully decodable books that are precisely matched to their secure phonics knowledge. This ensures that reading at home and at school feels successful and enjoyable, building confidence and a positive reading identity from the very start.

Keeping Every Child on Track

Assessment is built into the Little Wandle programme, allowing staff to quickly identify any child who needs additional support. Where needed, ‘Keep Up’ sessions are delivered immediately, using the same resources, routines and language as the main lesson. This quick response approach is key to preventing gaps from forming and ensures that all children make strong progress together.

A Strong Foundation for Future Learning

By teaching phonics with fidelity through Little Wandle, and by investing in high‑quality staffing and support from EYFS through to the end of Year 2, we ensure children develop secure early reading and writing skills. This means that, by the time children move fully into Key Stage 2, they are confident, fluent readers with the tools they need to access the wider curriculum and to develop a love of reading that lasts a lifetime.

Mathematics in the Early Years

At Hartlip School, mathematics in the Early Years is taught in line with the EYFS statutory framework, which places strong emphasis on developing a secure grounding in number, alongside rich opportunities to explore shape, space and measure. The Department for Education makes clear that early mathematical understanding is a key predictor of later academic success, and that children should experience frequent, varied and meaningful mathematical opportunities throughout the day.

How Maths Is Structured in EYFS

Our EYFS mathematics provision is carefully structured to balance:

high‑quality adult‑led teaching
purposeful play‑based and continuous provision
opportunities to revisit, practise and deepen understanding

Children experience mathematics in a range of ways: through practical activities, stories, songs, routines, discussion and exploration, reflecting both EYFS expectations and evidence‑based guidance from the DfE and the Education Endowment Foundation. [educatione...ion.org.uk], [educatione...ion.org.uk]

Our Curriculum Approach: White Rose Maths and Steps to Progress

We use White Rose Maths as a key planning spine in EYFS. White Rose is fully aligned with the EYFS statutory framework and Early Learning Goals, and is designed to support a mastery‑based approach that builds mathematical understanding progressively over time.

Lessons are broken down into small, carefully sequenced steps, allowing children to:

develop deep understanding rather than superficial coverage
revisit and consolidate key concepts regularly
use concrete resources and visual representations to secure learning

Alongside this, we use Steps to Progress to support assessment and progression. This ensures that teaching is responsive to children’s starting points and next steps, and that no gaps develop in early mathematical understanding.

Daily Mastery Lessons in EYFS

Children also take part in a daily mastery maths session. This approach is fully in line with DfE guidance, which states that children should be given frequent and varied opportunities to build a deep understanding of number, relationships and patterns through structured teaching and guided practice.

Although children in EYFS do not follow the National Curriculum, the DfE and the National Centre for Excellence in the Teaching of Mathematics (NCETM) strongly advocate a mastery‑informed approach in Reception as the most effective way to prepare children for Key Stage 1.

Our mastery sessions focus on:

depth rather than pace
whole‑class learning with careful support and challenge
using concrete, pictorial and verbal representations
encouraging mathematical talk, reasoning and confidence

This ensures children move forward together while receiving additional support or challenge where needed—an approach shown to be particularly effective in early mathematics learning.

Preparing Children for Year 1 and Beyond

Our EYFS maths curriculum is deliberately designed to ensure strong progression into Year 1, where mastery continues to underpin the National Curriculum. By establishing secure early understanding, particularly of number, composition, comparison and pattern, children are well prepared for the increased formal expectations of Key Stage 1.

Through our use of White Rose Maths, Steps to Progress and daily mastery lessons, children develop:

confidence and enjoyment in mathematics
a strong mathematical vocabulary
problem‑solving and reasoning skills
resilience and a positive learning mindset

This coherent, research‑informed approach ensures that children leave EYFS as confident, capable mathematicians, ready to thrive as they progress through school.