Early Years

At Oxclose Primary Academy, our Early Years provision is rooted in a nurturing, inclusive ethos where every child is fully included, feels safe, secure and valued as a unique individual. We deliver an ambitious and engaging curriculum that enables children to develop the knowledge and skills needed for both now and the future, removing barriers to learning and promoting equity for all.

Central to our approach is the belief that children are communicators; therefore, speech, language and communication underpin all areas of learning. We place a strong emphasis on oracy, vocabulary development and early reading through a structured and systematic phonics programme (Essential Letters and Sounds), ensuring children become confident and capable readers.

We prioritise the development of personal, social and emotional skills, recognising that these are at the heart of successful learning. Through a balance of high-quality adult-led teaching and carefully planned play opportunities, children are encouraged to develop independence, resilience and confidence, enabling them to take risks and challenge themselves and to develop their executive function skills.

Our curriculum is shaped by children’s interests and enriched through a wide range of meaningful, first-hand experiences that inspire curiosity and a love of learning.

In line with the EYFS Framework, Strong Foundations in the First Years of School and the Reading and Writing Framework, we ensure children build secure foundations across all areas of development.

We are committed to inclusive practice, adopting a total communication approach and providing tailored support for all learners, including those within our Additionally Resourced Provision and those with medical or physical needs. Strong partnerships with families ensure that every child is supported to thrive and succeed throughout their Early Years journey.

At Oxclose Primary Academy, the child is at the centre of our curriculum. We provide a rich, enabling environment where open-ended experiences are carefully planned to stimulate curiosity, imagination and independent thinking, allowing children to follow their own pathways in learning. Our provision is underpinned by a plan–do–review approach, supporting children to make choices, reflect on their learning and develop increasing independence and ownership.

We recognise the environment as the ‘third teacher’ and ensure both indoor and outdoor spaces are well-resourced, organised and responsive to children’s interests and developmental stages. Continuous provision and carefully planned provocations are designed to extend learning, promote sustained engagement and foster creativity, critical thinking and problem-solving.  Children follow a choose-use-return system allowing them to independently select the resources they need. Resources are organised, labelled and accessible. 

Structured daily routines provide a purposeful balance of adult-led teaching and child-initiated play, enabling children to learn through exploration while also receiving explicit teaching of key knowledge and skills. 

Exposure to high-quality texts and meaningful themes underpins the curriculum, supporting engagement and enriching children’s experiences. Early reading is prioritised through daily phonics teaching using Essential Letters and Sounds, alongside regular reading practice and opportunities to develop a love of stories.

Mathematics is taught through the White Rose approach, with a focus on practical, hands-on learning to secure deep understanding.

Skilled practitioners play a vital role in modelling, scaffolding and extending children’s learning through high-quality interactions.

Ongoing assessment through observation, Tapestry and regular tracking informs responsive planning, ensuring teaching meets children’s needs and next steps are clearly identified. Early identification of need is prioritised, with targeted support and intervention implemented to ensure all learners, including those with SEND, make strong progress.

A strong focus on communication and language permeates all areas of learning, with adults modelling ambitious vocabulary and promoting high-quality interactions.

Personal, social and emotional development is supported through consistent routines and a relational approach, enabling children to build positive relationships and develop self-regulation.

Strong partnerships with families further enhance learning, ensuring continuity between home and school and supporting every child to thrive.

The impact of our Early Years provision at Oxclose Primary Academy is reflected in improving outcomes and the development of confident, capable learners.

In 2025, 69% of children achieved a Good Level of Development, demonstrating a positive upward trend in attainment. Children make strong progress from their starting points, particularly in communication and language, where they confidently use an increasingly wide vocabulary within their play and interactions.

Early reading is a clear strength, with children developing secure phonics knowledge through the Essential Letters and Sounds programme. Pupils demonstrate increasing confidence in decoding and blending, supporting their growing fluency and enjoyment of reading. This is further reflected in children’s enthusiasm for books and their ability to apply early literacy skills independently across the provision.

Children display high levels of engagement, independence and resilience, sustaining focus and applying their learning in a range of contexts. They develop a secure understanding of early mathematical concepts through practical exploration and are able to use this knowledge within their play.

Leuven Scale observations show consistently high levels of well-being and involvement, with children demonstrating motivation, curiosity and a positive attitude towards learning.

Personal, social and emotional development is a key strength, with children demonstrating positive behaviour, strong relationships and the ability to regulate their emotions effectively.

As a result, children leave Reception well-prepared for the next stage of their education, both academically and socially.

The impact of the EYFS curriculum is carefully monitored and evaluated through:

• Clear and reliable baseline assessments
• Termly progress and attainment data
• Phonics tracking
• Pupil Progress Meetings
• Pupil and parent voice
• Ongoing observations and monitoring
• Planning and provision scrutiny
• Regular CPD and staff reflection
• Analysis of groups and targeted interventions

At Oxclose Primary Academy, assessment in Early Years is ongoing, responsive and centred around the unique child. Practitioners carefully observe children within their play and interactions, capturing learning through photographs and videos which are recorded on Tapestry learning journals. In the initial weeks, a ‘Settling In’ observation is completed for each child, focusing on relationships, interests and levels of well-being and involvement. This information is shared with families to ensure a strong understanding of each child as they begin their learning journey.

Throughout the year, parents have access to their child’s online learning journal on Tapestry, enabling them to engage with and contribute to their child’s development. Regular communication supports strong home–school partnerships and ensures consistency in supporting children’s progress.

Assessment is used purposefully to inform teaching and next steps. Practitioners complete termly assessments, which inform personalised next steps and targeted support. In Reception, attainment and progress are also tracked termly using Insight Tracker, enabling staff to monitor development closely and identify any emerging needs. This information feeds directly into Pupil Progress Meetings and intervention planning, ensuring that support is timely and effective.

Baseline assessment is established through the statutory Reception Baseline Assessment within the first half term, alongside practitioner knowledge of the child.

Ongoing assessments include regular phonics tracking (phonics tracker) to monitor progress in early reading and decoding skills, as well as ongoing mathematics assessments to evaluate understanding of key concepts.

Reception-Writing-Handbook.pdf

Reception-Mathematics-Curriculum-Offer-and-Policy