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Ethelbert Road

Community Primary School

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Intent, Implementation and Impact


Our curriculum is designed to recognise children’s prior learning, both from previous settings and their experiences at home. We work in partnership with parents, carers and other settings to provide the best possible start at Ethelbert Road Primary School, ensuring each child reaches their full potential from their various starting points. Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of learning; Communication and Language and Personal, Social and Emotional Development. Our enabling environments and warm, skillful adult interactions support the children as they begin to link learning to their play and exploration right from the start.


We believe that high level engagement ensures high level attainment. We therefore provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. We following children’s interests and ideas to foster a lifelong love of learning both in and outside of school. By the end of the Reception year our intent is to ensure that all children make at least good progress from their starting points are equipped with the skills and knowledge to have a smooth transition into Year 1.


Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.


Baseline: 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.


We also carry out the Reception Baseline Assessment (RBA) which became statutory in September 2021. This 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.


A Speech Link and Language link assessment is also carried out during the baseline period in Reception to identify children’s language and communication skills level. This is assessment informs us if the child is at expected for their age, requires intervention, or needs to be referred for specialist support.


Ongoing Observation: All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing / making. 


Assessment: All EYFS staff carry out regular Phonic assessments and are quick to identify identify pupils that are either finding the tasks to easy or difficult. The groups are adapted so that children are always working at a level suitable for their ability. Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible. Assessments are  shared with parents at Parent Teacher Consultations, whereby the Class Teacher updates the progress children have made. In Summer Term 2, the EYFSP is completed where teacher judge whether the child is On Track or Not On Track. Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher. into Year 1. 


Most children leave Year R with a good level of development (GLD) and are tracked throughout the school years during pupil progress meetings to ensure they continue to attain at the expected level or above. The children who do not receive a GLD receive interventions and support with the view they reach the expected standard by the time they leave Year 6. Subject Leaders and Senior Leaders carefully track the children’s progress, offer support to teachers on how to adapt teaching and provide a training program where needed. Continuous professional development ensures the teaching staff have the skills and knowledge to support all children to make at least good progress. Teaching staff work hard to enable children to form positive attitudes towards school and learning. 


Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELGs link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their learning journey.