Early Years Education at SRS is based on the British Curriculum, the primary document which forms the basis of this is called Development Matters. Children develop quickly in the Early Years, and Early Years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender.


  • Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
  • Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
  • Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; todevelop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
  • Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
  • Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
  • Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.



Child initiated play is a very important part of an early learner’s development and because of this children engage in a range of activities through enhanced continuous provision following their own interests and developing their love of learning. At SRS we want to be “supportive of the children’s own efforts and independence”. We want to foster creative children and so every classroom must foster a “have a go” environment where every effort is valued. The children must be allowed to make mistakes, every mistake made is a learning opportunity.

We should give all early learners the opportunity to express themselves. A careful balance in curriculum between child initiated learning, adult directed and sensitive intervention ensure learning opportunities are maximized. Adults allow the children to try things out for themselves and avoid doing the work for them. Adults must value and encourage the individuality of each child’s creative ideas and imagination. Open ended resources and materials provided wherever possible.

We believe there are strong links between children’s motivation, self-esteem and independence which lead to high achievement which is why we adopt a play based curriculum. The classroom environment should be arranged to allow children access to resources to enable them to choose the materials they need to support their own learning.

Play is a very important part of all children’s development and we offer a safe and stimulating environment where children can build their skills, knowledge and understanding by having access to a wide range of equipment and materials.For our children we focus on four aspects of the young child’s development:

  • Positive relationships
  • Learning and development
  • Enabling environments
  • A unique child


Assessments are based on teacher judgements of a child’s ability across the curriculum throughout the year. Teachers will carry out a baseline shortly after children arrive in there EYFS classroom. Observations and activities happen as a natural part of the day and children do not know they are being assessed. In EYFS we use 2Simple to record children’s achievement and progress. We report to parents formally three times a year in Autumn, Spring and Summer

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