Limestone Road, Scarborough, North Yorkshire YO13 0DG


Lindhead School

Learning, Caring & Growing Together

Early Years




At Lindhead, we place a great emphasis on the first year in school and endeavour to develop the children into active, happy and independent learners. The Early Years Foundation Stage (EYFS) is a framework for care, learning and development.

We aim to support children in their learning through, “teaching and experiences that gives children the broad range of skills that provide the right foundation for good progress through school and in life”. (Statutory Framework for the EYFS 2012)

Aims - We aim to:

  • Provide our children with the opportunity to experience the best possible start to their education to develop solid foundations, which will enable them to flourish throughout their school years and become lifelong learners.
  • Provide a smooth and positive transition process from early years settings to Reception including visiting ‘new starters’ in their own settings and having a professional dialogue with their key worker;
  • Develop good relationships with all children by interacting positively with them and taking time to listen to them;
  • Provide a curriculum firmly based upon active learning, meeting the needs of the individual;
  • Provide rich learning opportunities through play and purposeful teaching both inside and outside of the classroom;
  • Support children to take risks and explore their learning environment in a secure and safe way;
  • Provide stimulating resources that children can access independently;
  • Provide a safe and stimulating learning environment in which creativity and expressiveness are valued, both indoors and outdoors;
  • Promote the intellectual, emotional, physical, spiritual, moral, social and cultural development of each child through a broad and balanced curriculum;
  • Provide children with the opportunity to engage in both adult-led activities and child-initiated play within the continuous provision;
  • Encourage children to communicate and talk about their learning, and to develop independence and self-management;
  • Encourage parents/carers to become partners with the school in the education of their children. We recognise that parents/carers are the children’s first and most enduring educators and we value the contribution they make. We aim to encourage collaboration through our working relationship with parents/carers and support this by parent consultations, parent activity sessions, special events and parent observations forms;
  • Plan for smooth transitions from Reception into Year One.

Health and safety and safeguarding.

In EYFS we follow the safeguarding and welfare requirements detailed in the Early Years Foundation Stage Statutory Guidance (2017) and we adhere to the school’s safeguarding policy. We endorse the importance of a healthy lifestyle by encouraging children to eat healthily, exercise and promote good hygiene practices.


 At Lindhead School we respect the abilities and strengths of all levels of development. We welcome the knowledge and experience that children bring from different backgrounds and cultures; and encourage children to respect similarities and differences between families, communities and traditions.

We develop children’s self esteem and confidence, free from stereotyping and discrimination and adhere to the equal opportunities  and inclusion policies of the school.


The ‘Statutory Framework for the Early Years Foundation Stage’ refers to children from Birth to the end of Reception class.  It sets out a series of Early Learning Goals for children to work towards by the time they reach the end of EYFS at the age of 5+. The key skills that are taught within the Early Years are those of listening, speaking, concentration, persistence, co-operation, literacy, maths, questioning and creativity.

The curriculum is based around Prime and Specific areas of learning, where the three prime areas underpin all of a child’s learning experiences. The seven areas of learning support, foster and promote children’s well-being and development.

Prime Areas

  • Personal, Social and Emotional Development
  • Communication and Language Development
  • Physical Development

Specific Areas

  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

Planning is used to meet children’s needs socially and academically based upon observations and assessments of individual learners. It is underpinned by four themes and principles:

  • A Unique Child- developing resilient, capable, confident and self-assured individuals
  • Positive Relationships- Supporting the children in becoming strong and independent.
  • Enabling Environments- Where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child.
  • Learning and Development- An acknowledgement that children learn in different ways and at different rates.

The teaching within the Early Years takes into account the learning styles- the ‘characteristics of effective learning’ of individual learners to ensure that they are supported and taught in ways that suit them best.

  • Playing and exploring: children investigate and explore things and ‘have a go’.
  • Active learning: children concentrate and keep on trying if they encounter difficulties and enjoy achieving.
  • Creating and thinking critically: children have and develop their own ideas, make links between ideas and develop strategies for doing things.

(Taken from the statutory framework for the EYFS 2012)

 Our teaching programmes include Letters and Sounds, Jolly Phonics, Read, Write Inc and Little Big Maths.


Assessments are made to inform staff of the needs of individual pupils and the needs of the class as a whole. This information is used to plan appropriate activities that match specific needs.

Monitoring of each child will take place through regular observations, discussion, photographs, videos, record keeping and planned assessments. Outcomes and areas for development will be shared with parents. We produce an online learning journey recorded on Tapestry.

Baseline assessments take place within the first 6 weeks at the start of the year and their progress is monitored from their individual starting points. The children are then tracked termly according to the appropriate Development Statements. This data is entered onto a whole school assessment system and closely monitored. Progress can be tracked by checking that children are moving through an age/ stage band from beginning, to developing, to secure, and then into the next age band etc. Once children are working within the 40-60 month band they will be working towards the Early Learning Goal (ELG) for each aspect of learning.

During the final term in Reception, the EYFS Profile is completed for each child. The profile provides parents and carers, staff and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

Each child’s level of development is assessed against the early learning goals. The profile indicates whether children are meeting expected levels of development, or if they are exceeding levels, or not yet reaching expected levels of development (‘emerging’). This informs the dialogue between Reception and Year 1 and highlights each child’s stage of development and learning needs and assists with the planning of activities in Year 1.

The Government has set out how the Good Level of Development (GLD) measure will be defined. Children need to achieve at least “expected” in the Early Learning Goals in the prime areas of learning and in the specific areas of Maths and Literacy (12 ELG’s). However, all areas of learning within the EYFS are important. To reflect this, the GLD measure will be supported by a measure of the average of the cohort’s total point scores across all the early learning goals. This is to encourage the attainment of all children across all ELG’s.  

For each aspect’s ELG children will achieve:

1 point = emerging

2 points = expected (GLD)

3 points = exceeding

Therefore 24 points = expected / GLD, as 12 ELG’s (8 prime and 4 specific)

Parents receive a written report at the end of the Reception year. This includes information about their child’s progress against the 17 ELG’s and focuses on the 3 characteristics of effective learning. Parents are given an opportunity to discuss these judgements with the EYFS teacher. The children’s results are also reported to the local authority.

To review: Summer 2021