Intent

The Beaumont curriculum has been designed to enable children to succeed through giving each child a happy, positive and enjoyable start to their school life within a safe and secure environment. We aim to establish solid foundations and foster a deep love of life-long learning. We offer a broad, rich and balanced curriculum full of curiosity, rich vocabulary and metacognition. Our structure for learning recognises a range of starting points and unlimited opportunities for development.  At Beaumont Primary School, we enable each child, through encouragement, high expectations and our character education, to develop socially, emotionally, physically and intellectually in order to thrive in a diverse and ever changing world.

We help each child to recognise their own strengths and achievements by experiencing success and developing their confidence and resilience to work towards their aspirations. By the end of the Reception year, our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into Year 1 and continue to flourish.

Implementation

 The Reception class follow the curriculum as outlined in the Early Years Foundation Stage (EYFS) document. This framework defines what we teach and we use the Development Matters guidance to support our curriculum.

 The days are structured with a mixture of whole-class teaching, small adult-led group activities and independent exploration within all the different continuous provision activities/areas. We ensure there is a balance of child-initiated learning through continuous provision, and adult-led activities across the school day. The interaction between the adult and child is essential. The adults respond to each child’s emerging needs and interests, guiding their development through warm, positive interactions, modelling, questioning and scaffolding their learning.

 Within the Reception class, there are set routines that we follow each day. There are designated times when the children come together to be taught and we focus on maths, literacy, phonics, stories and topic work. These times provide the opportunity for children to develop their ability to work as a group, to listen, to take turns, to answer questions and concentrate.

 Whole class reading and story time are important parts of the day. We want our children to develop a life-long love of reading. Children are immersed in a wide range of both fiction, non-fiction texts and poetry including nursery rhymes that are closely linked to the topics taught. All activities provided are vocabulary rich giving children an opportunity to hear, use and understand new vocabulary. We make sure there is always time for a whole class story during the day, as well as opportunities to enjoy books within the continuous provision. In Reception, every child is given reading books to share at home as well as access to our online “Phonic Bug” reading scheme. Children are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.

 Phonic sessions are delivered daily using the “Phonic Bug” scheme. On entering Reception, the children recap Phase1 if needed and are then introduced to Phase 2 and 3 where they will develop GPC and segmenting and blending skills to decode words. During the summer term, children may move on to Phase 4 if they are ready.

 Within Maths sessions, children learn through songs, games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within planned activities or their own child-led exploration. Children in Reception have regular maths sessions each week to develop fluency, revisit key concepts and address misconceptions. The planning is supported by the “Power Maths” Scheme which is used for some of the maths sessions. This ensures they are Year 1 ready.

 Our wider curriculum is taught through the learning areas, ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the National Curriculum through our robust planning and CPD opportunities. In reverse, subject leaders throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject. Learning through play underpins our approach to teaching and learning in the foundation stage. We embrace the fact that young children learn best from activities and experiences that interest and inspire their curiosity. Our topic-led approach to learning means we provide a vibrant environment with continuous provision. The indoor and outdoor areas are organised into different learning areas that has cross-curricular resources, which children can access independently throughout the day.

 Children are encouraged to develop their metacognitive skills whilst exploring their learning environment and at Beaumont, all our learning is underpinned by our character education who take the shape of superheroes, encouraging the children to develop, perseverance, resilience, teamwork, motivation, determination and be aspirational.

 Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics.

 At Beaumont Primary School, ongoing assessment is an integral part of the learning and development processes. Practitioners observe pupils to identify their level of achievement, interests and learning styles. These observations are then used to inform future planning. Observations and assessments are recorded in the children’s learning journal books and on our school tracking system. These outcomes are shared with parents at parent conferences and end of term reports. Practitioners complete the EYFS profile (statutory requirement) for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are at the Expected or Emerging standard.

 Prior to children starting, staff spend time speaking to the child’s parents, previous settings and read previous learning journey’s to gain an understanding of the whole child and where they are at. During the first half term in Reception, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. The following baseline assessments are also carried out.

 The RBA (Statutory Reception Baseline Assessment) assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2. This is carried out during the first half term.

 For children who at below ARE in Language, we will deliver a WELLCOMM assessment. Those children will then access a language intervention regularly at school.

 During summer term, moderation is completed with the EYFS lead and Year one teacher to ensure accurate judgements and a smooth transition to Year One.

Impact

 Children are actively engaged in their learning experiences, fostering a positive attitude towards education. The emphasis on play-based learning and a vibrant learning environment encourages curiosity, exploration, and enjoyment of learning.

Through structured routines and activities, children develop foundational skills in literacy, numeracy, communication, and social interaction. Daily sessions focused on phonics and mathematics lay the groundwork for reading, writing, and mathematical understanding.

The regular exposure to a wide range of texts and immersive storytelling fosters a lifelong love for reading. Children are provided with opportunities to explore books independently and are supported in developing their reading skills through access to reading materials at home and online resources.

Phonics sessions and language-rich activities support the development of language and communication skills. Children are encouraged to express themselves, ask questions, and engage in meaningful interactions with adults and peers.

Through hands-on learning experiences and guided activities, children develop critical thinking skills, problem-solving abilities, and the capacity to explore and investigate the world around them. They learn to make connections, weigh evidence, and develop reasoned perspectives.

The inclusive approach and focus on character education promote social and emotional well-being. Children learn important values such as resilience, perseverance, teamwork, and aspiration, contributing to their overall personal development.

Ongoing assessment and observations inform teaching and learning, allowing practitioners to tailor activities and interventions to meet the needs of individual children. Regular feedback and communication with parents ensure transparency and support collaborative partnerships in children’s learning journey.

Through careful planning and collaboration between EYFS and Year 1 staff, children experience a smooth transition to Year 1, ensuring continuity of learning and support as they progress through their education journey.

Overall, the impact of our curriculum implementation in the Reception class is evidenced by children’s positive engagement, acquisition of foundational skills, and holistic development across cognitive, social, emotional, and physical domains.

We recognise that every child is unique and that they develop and learn in different ways and at varying rates. We want all of our children to develop a positive attitude to learning and therefore we strive for our children to become curious, resilient and self-assured in order to prepare them for the next stage of education, laying secure foundations for becoming curious, life-long learners.