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Bisham CofE Academy

Ashley Hill MAT

Part of the

Ashley Hill

Multi Academy Trust

Foundation Curriculum

Early Years Foundation Stage


‘Encourage one another and build each other up’

1 Thessalonians 5:11


The Early Years Foundation Stage Educational Programme has seven areas of learning and development. Each learning area has early learning goals. These set out the skills, understanding, knowledge and attitudes which it is hoped children will reach or exceed by the end of the Early Years Foundation Stage. Children will be at different stages of progress towards these goals depending on their age and stage of development. The Practice Guidance describes typical development from birth to 5 years of age in each of these areas. Of course, children are individual and not all will fit into this typical pattern of progress. Staff understand this and take this into account when planning activities and experiences.  


Prime areas

Personal, social and emotional development

Communication, language and literacy

Physical development.


Specific areas: 



Understanding of the world

Expressive art and design

These early learning goals summarise the knowledge, skills and understanding that we expect your child to have gained by the end of their reception year. 



Staff plan very carefully for both the everyday class work and the theme work that we undertake on topics such as: Winter, Trees and Wood, Growing Things, etc. Information about the term's topic is shared with parents, as part of our drive to work in partnership with parents. We also plan for individual learning. Our aims in all areas of the curriculum work towards the Early Learning Goals.


Characteristics of Effective Learning

Playing and exploring - Children explore, investigate and experience things, finding things out, playing with what they know, and 'have a go'.



Early Learning Goals


The Early Learning Goals summarise the knowledge, skills and understanding that we are helping your child to reach by the end of their Reception year.


Personal, Social and Emotional Development

Self-confidence and self-awareness
Children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don't need help. 

Managing feelings and behaviour
Children talk about how they and others show feelings, talk about their own and other's behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships
Children play cooperatively, 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.


Communication and Language 

Listening and attention
Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Children follow instructions involving several ideas or actions. They answer 'how' and 'why' questions about their experiences and in response to stories or events.

Children express themselves effectively, showing awareness of listeners needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events. 


Physical Development

Moving and handling
Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care
Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.



Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by temselves and others. Some words are spelt correctly and others are phonetically plausible. 



Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.  

Shape, space and measure
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They reocgnise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.


Understanding the World

People and communities
Children talk about past and present events in their own lives and in the lives of family members. They know that other children don't always enjoy the same things and are sensitive to this. They know about similarities and difference between themselves and others, and among families, communities and traditions.

The World
Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. 


Expressive Arts and Design

Exploring and using media and materials
Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative 

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.