Welcome to EYFS at Captain Cook Primary School

EYFS Lead: Mrs McNeal

Our Nursery staff are: Mrs Russell, Mrs Scott & Mrs Tullock, Miss Hodgekiss, Mrs Streeton and Mrs Docherty.

Our Reception staff are: Mrs McNeal, Mrs Lupton & Mrs Sample, Miss Leach, Mrs Lane and Mrs Docherty.

At Captain Cook Primary School, we recognise the importance of a strong start in EYFS. Children’s early experiences play a critical role in their future educational outcomes and life chances. We know that our curriculum must be ambitious, whilst ensuring we meet the individual needs of each child.

Our intent is that, by the end of the Foundation Stage, all children meet the Early Learning Goals and are ready for Key Stage 1 and beyond. Our curriculum recognises the different contexts, cultural capital and starting points of the children who join our EYFS setting. It is shaped by our whole-school curriculum drivers of Exploration, Ambition and Relationships.

From their very first experiences at Captain Cook, we want children to be curious and confident explorers, to develop the ambition to achieve and succeed, and to build the secure relationships that enable them to belong, learn and thrive. At Captain Cook Primary School, our EYFS approach prioritises communication and language, fine motor skills, a love of reading and self-regulation. We recognise that these are the areas where many of our children need the most support. We know how important a secure foundation in these areas will be for accessing our curriculum in Key Stage 1 and beyond.

We also acknowledge the need for an enjoyable, broad and balanced learning experience. We know we need to act quickly where we can see children need additional support. Equally, we know we need to deepen learning and set appropriate challenge for children in areas where they are talented, skilled or more able. In doing so, we ensure that ambition and inclusion work together: every child is supported and challenged from their individual starting point.

The Principles of the Early Years Foundation Stage at CCPS

We embrace the principles of the Early Years Foundation Stage.

These principles are:

  • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • children learn to be strong and independent through positive relationships;
  • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers;
  • children develop and learn at different rates.

These principles strongly reflect our Captain Cook curriculum drivers.

Exploration = purposeful play, investigation and discovery;

Ambition = high expectations and carefully considered challenge

Relationships = secure foundations from which children develop confidence, independence and a sense of belonging.

EYFS Curriculum

Our curriculum is broad, balanced, and carefully sequenced to support progression in knowledge, skills, and understanding. It is designed to develop key life skills, curiosity, resilience, and a love of learning. We provide a language-rich, stimulating, and enabling environment, supported by high-quality continuous provision that allows children to revisit, practise, and deepen their learning over time.

The EYFS focuses on both what children learn and how they learn. Effective practice includes a balance of child-initiated play, adult modelling, observation of peers, and focused adult-guided learning. We follow the EYFS statutory framework to ensure children feel safe, supported, and challenged, enabling them to build confidence and independence as learners.

As part of our EYFS framework, we regularly reflect on our practice to ensure a high-quality experience in EY. This is shaped by our Trust values, professional knowledge, and shared understanding of best practice, alongside a clear alignment with the core principles of the Early Years Foundation Stage.

These principles are:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
  • Children learn to be strong and independent through positive relationships.
  • Children learn and develop well in enabling environments that respond to individual needs and promote strong partnerships between practitioners and parents and/or carers.
  • Children develop and learn in different ways and at different rates.

. We fully embed the three characteristics of effective teaching and learning:

  • Playing and exploring – children investigate, explore new experiences, and learn through first-hand experiences.
  • Active learning – children focus, persevere, and develop confidence through achieving their goals.
  • Creating and thinking critically – children develop their own ideas, make connections, and solve problems.

There are seven areas of learning and development, all are important and inter-connected.  Three prime areas are particularly important for learning and forming relationships. They build a foundation for children to thrive and provide the basis for learning in all areas:

  • Communication and language  
  • Physical development 
  • Personal, social and emotional development  

Four specific areas help strengthen and develop the three prime areas, these are:  

  • Literacy  
  • Mathematics  
  • Understanding the world  
  • Expressive arts and design 

Communication and language underpin all areas of learning. Our provision is rich in stories, conversation, and purposeful talk, ensuring children develop strong listening, understanding, and speaking skills. High-quality texts are used to support vocabulary development, comprehension, and a love of reading. We use the SHREC approach within our continuous provision to ensure learning is shared, hands-on, relevant, engaging, and challenging, enabling children to deepen understanding, revisit skills, and make meaningful progress through purposeful play.

CC EYFS Curriculum 2026Download

Positive, Effective Partnerships.

We recognise that parents and carers are a child’s first and most important educators. Strong, respectful partnerships between staff, families, and the wider community are central to our practice. We work closely with our own wraparound care, private childcare providers, the school nursing team, speech and language therapists, and other external professionals to ensure children receive timely and appropriate support.

Parents and carers are encouraged to be actively involved in their child’s learning both at home and in school. We value families’ knowledge of their children and work collaboratively to support every child to achieve their best.

We use Seesaw to share learning experiences, celebrate achievements, and strengthen communication with families. Parents and carers are also encouraged to share learning and experiences from home. We celebrate all successes, big and small, recognising progress in independence, physical development, creativity, and confidence.

We strive to give all of our children the strongest start. When children leave our EYFS they have all made good progress, are confident, happy and ready for their next steps on their learning journey.