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EYFS – Early Years Foundation Stage

Welcome to the curriculum information page for Early Years Foundation Stage (EYFS) at Binfield School. Our team for the 2019/2020 academic year is Mr Ollie Johnson, Mrs Maria Gogarty, Mrs Karen Evans, Mrs Shirley Bowles and Mrs Gill Sherar. Our experienced team are happy to answer any of your questions and provide individual support for parents, including inviting you in to school for 1-1 sessions with your children on any areas you feel they may benefit from additional support.


As well as our open-plan classroom, we are fortunate to have access to two specially designed and newly renovated outdoor learning areas, so children can play and learn outside every day of the school year. We also spend an afternoon in the BOLE every week, enriching the curriculum through learning in nature.

There are 7 areas of learning and development in EYFS;

·         Communication and Language development

·         Physical development

·         Personal, Social, and Emotional development

·         Literacy

·         Mathematics

·         Understanding the world

·         Expressive arts and design


To promote learning in all these areas, we use a dynamic and engaging play based curriculum to meet the needs of all our learners. Our staff use the Development matters framework to support assessment



Our Daily timetable progresses throughout the year, with mainly ‘free flow’ play based sessions during the Autumn term to ease the transition from nursery, to introducing Maths and English lessons in the summer term to prepare learners for the transition to Year 1.

We use theme based learning to engage children and link our activities, with each theme enriched by visitors and activity days.

·         Autumn 1 – All about me

·         Autumn 2 – People who help us

·         Spring 1 – All around the world

·         Spring 2 – Growing and changing

·         Summer 1 – Animals

·         Summer 2 – Traditional Children’s authors


Binfield EYFS Yearly overview– 2019/2020 


Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 


All about me 

People who help us 

Around the world 

Growing and changing 


Traditional authors 

Structure of day 

Mainly free flow 

Daily 15min RWI sessions 

Mainly Free flow with Y1 style lessons being introduced 


Daily 1 hour RWI lessons 

1 hour discrete literacy or maths teaching a day 

Morning - Y1 style timetable 

Afternoon – Free flow or BOLE 

Wow moments/ learning hooks 

Favourite toy 

Photos of family 



Visitors (different person each week) 

Role play 


Festivals, celebrations, Food tasting, visitors  

Caterpillars to Butterflies 

Planting seeds – growing food 

How children have changed 

How other people have changed 

Trip or visiting animals 

Animals by continent 

Pets – leaflets 

Link to vets 

Roald Dahl 



Owl babies 

Peace at last 

Great big book of families 

Penguin book 


Five minutes peace 

Non-fiction – dependent on the interests of children and jobs of visitors 


Handas surprise 

Travel leaflets 


Non-fiction – linked to celebrations 


Eric Carle 

When I grow up stuff 

Sam plants a sunflower 

Non-fiction  (bean diary?) 

Rumble in the Jungle 

Anthony Brown books 

2 weeks a book? 

RE key question 

What makes people special? 

What is Christmas? 

How do people celebrate? 

What is Easter? 

What can we learn from stories? 

What makes places special? 


Binfield School EYFS literacy overview 


Term 1 

Term 2 

Term 3 

Overal aims 

Basic letter formation and spelling skills 


Introduce each sound, ensuring correct pronunciation and precursive formation. 


When suitable amount of sounds are secure, begin to write simple 3 and 4 letter words.  


Extended phrase writing and finger spaces 


Writing short phrases/captions 


Using pencil and paper more frequently to record ideas 

Sentence formation (inc capitals and full stops) 


Writing for different purposes 


Improve spelling 


Promote a love for writing through challenges set 

DM/ELG target statements 



Enjoys rhyming and rhythmic activities.  

•Shows awareness of rhyme and alliteration.  

•Recognises rhythm in spoken words.  

• Listens to and joins in with stories and poems, one-to-one and also in small groups.  

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.  

•Beginning to be aware of the way stories are structured.  

•Suggests how the story might end.  

• Listens to stories with increasing attention and recall.  

•Describes main story settings, events and principal characters.  

•Shows interest in illustrations and print in books and print in the environment.  

•Recognises familiar words and signs such as own name and advertising logos.  

• Looks at books independently.  

• Handles books carefully.  

•Knows information can be relayed in the form of print.  

• Holds books the correct way up and turns pages.  

•Knows that print carries meaning and, in English, is read from left to right and top to bottom. 



• Hears and says the initial sound in words.  

•Begins to read words and simple sentences.  

•Knows that information can be retrieved from books and computers. 




•Sometimes gives meaning to marks as they draw and paint.  

•Ascribes meanings to marks that they see in different places. 


Gives meaning to marks they make as they draw, write and paint.  

•Hears and says the initial sound in words.  

•Begins to break the flow of speech into words. •Continues a rhyming string.  

•Links sounds to letters, naming and sounding the letters of the alphabet 




• Continues a rhyming string.  

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.  

• Links sounds to letters, naming and sounding the letters of the alphabet.  

•Begins to read words and simple sentences.  

•Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.  

• Enjoys an increasing range of books.  





•Writes own name and other things such as labels, captions 

•Attempts to write short sentences in meaningful contexts.  

•Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.  

•Can segment the sounds in simple words and blend them together.  




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 can read phonetically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories 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 themselves and others. Some words are spelt correctly and others are phonetically plausible.  


Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.  

Discrete teaching sessions 

(lesson activities) 

Magnetic letters to form CVC words 

Picture labelling 

Name writing 

Whiteboards to write CVC words 

Forming CVC words on tablets  

Break through sentences 

Writing captions 

Lots of teacher modelling writing 

Shared writing 

Hold a sentence 

Modelled extended writing 

Shared writing  

Writing for different purposes 

Vocab choices – Exceeding writers 


Continuous provision 

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Writing opportunities in role play, maths etc 

Engaging writing area and resources, finding out what the children are interested in and ensuring the environment matches 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Introduce writing packs 

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Sign/label writing outside 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Writer of the week / writing wall 

Twitter – writer of the week  

Sticker chart for free flow writing  

Finger gym/motor skills  

Chalk/paintbrushes with water outside 

Sign/label writing outside 

Clipboards and pens outside, treasure hunts, nature hunts etc 

Writer of the week / writing wall 

End of Year Expectations

At the end of EYFS, children are assessed on their progress towards meeting the Early Learning Goals. These goals ensure that children have the academic, social and personal skills to access the national curriculum in Year 1 and beyond. Please see the above document with examples of the expected standards of Writing, Reading and Mathematics. More comprehensive information about the Early Learning Goal statements, with examples of evidence of how children are meeting them can be found at (


Phonics and early reading is taught through the Read Write Inc. Programme, which has been very successful with the school achieving very well in the Year 1 phonics screening test. We run a parents RWI introduction presentation every October, including live lesson demonstrations. Information for parents can also be found on the RWI website ( We teach children to form letters in a precursive style in order to support their later transition to a joined cursive format. Please see the class page for videos of our team teaching the initial sounds, as well as a video demonstrating correct letter formation.