Building Foundations

Building Foundations

We are committed to creating a safe, stimulating and nurturing environment where children feel cared for and encouraged to achieve their full potential no matter what their starting point.

We believe that early year’s education is fundamental to igniting a love and excitement for learning; it should be natural and inspiring for our children. We encourage children to be independent and we get our children involved in shaping their own learning and taking responsibility for it both within the indoor and outdoor play. Learning here at Burnt Oak goes above and beyond, making sure no limits are placed on the power of our children.

Burnt Oak children are happy and are provided with a nurturing and positive start to their education. Throughout our EYFS area there is a real buzz and such a love of learning in every space as the children are enthusiastic and independent in driving their understanding forward.  The Early Years’ Foundation Stage (EYFS) sets out the learning and development stages for children as they grow from birth to five; this includes the Nursery and Reception years.

The EYFS Framework sets the standards schools and childcare providers must meet for the learning, development and care of children from birth to five years of age.  The Government also sets out Development Matters which is non-statutory guidance material supporting practitioners to implement the requirements of the EYFS. The EYFS is known as the Foundation Stage because it is teaching children the foundations of learning by preparing and equipping them with the skills needed to be successful learners.

This document demonstrates how we are systematically building these foundations across our Early Years provision at Burnt Oak Primary School. It outlines how we nurture communication and language, early reading, mathematical fluency, personal development and well‑being from the very beginning of each child’s journey. By ensuring these foundations are securely in place, we give every child the best possible start to their education and set them up for future success throughout their time at Burnt Oak and beyond.

Learning in the EYFS is split into seven areas.

The primary areas of learning are:

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

The four specific areas of learning are:

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

All areas of learning are equally important and interlink with each other. Using the Framework, Development Matters and the children’s interests, teachers plan to meet the needs of all children. Activities and experiences are planned to spark curiosity, promote independence and challenge.

Characteristics of Effective Learning is a key element of the Early Years’ Foundation Stage Development. It covers the ways in which children should learn from their environment, their experiences and their activities and how this is to be reflected in teaching lessons.

The 3 characteristics are:

• Playing and exploring - e.g. showing curiosity about objects, events and people
• Active learning - e.g. showing a ‘can do’ attitude
• Creating and thinking critically - e.g. observing and solving a problem.

Building Strong Foundations for Excellence

We are committed to providing every child with the highest quality education and care. This document sets out how we are building strong foundations across all aspects of our school.  We put children and learners who face barriers to their learning and/or well-being at the heart of what we do. 

Our Approach to Foundations

Strong foundations are essential for accessing the curriculum and for later success, including academic success, good health and well-being (physical and emotional success).  We recognise that building these foundations is about developing the whole child.

Our focus on foundations encompasses:

Communication and Language

In the Early Years Foundation Stage, the development of communication and language is central to everything we do. We prioritise creating a language‑rich environment where children are immersed in high‑quality talk, stories, songs and interactions throughout the day. These experiences help children to build the foundational skills needed for future reading, writing and learning across the curriculum.

Children are taught how to communicate effectively through purposeful opportunities to listen, respond, take turns in conversation and express their ideas. Adults model clear, ambitious language and scaffold children’s attempts at communication, enabling them to develop confidence and competence in speaking and listening.

Many children join EYFS with very low starting points in language development and vocabulary, including a significant proportion with English as an Additional Language (EAL). To support these learners, communication and language teaching is explicit, structured and highly supportive.  We enhance children’s language development through:

• Rich adult‑child interactions, using open‑ended questions, new vocabulary and precise modelling of language
• Daily story time, rhymes, songs and oral storytelling, exposing children to a wide range of language patterns
• Explicit vocabulary teaching, using pictures, gestures and repetition to embed new words
• Opportunities for talk in play, where adults extend and scaffold children’s language through continuous provision
• Small‑group language interventions for children with the lowest starting points
• Visual supports and dual‑language resources to help EAL learners understand and use new vocabulary
• Encouraging children to explain, describe and retell, building confidence in speaking in full sentences

Through this intentional, play‑based and language‑rich approach, children in EYFS develop:

• Strong listening and attention skills
• A growing vocabulary that supports early reading and writing
• Confidence in using spoken language for a range of purposes
• The ability to express ideas, ask questions and engage in meaningful interactions

Our EYFS communication and language provision ensures that every child regardless of their starting point or home language develops the essential foundation for successful learning, reading and communication as they move into Key Stage 1.

Reading and Writing Excellence

Reading

In the Early Years Foundation Stage, we place a strong emphasis on developing children’s spoken language, early communication skills and love of stories. All children are explicitly taught how to communicate effectively through high‑quality oracy experiences. They are encouraged to articulate ideas, develop understanding and engage confidently with others through speaking, listening and early communication. High‑quality talk underpins all reading experiences in EYFS, enabling children to rehearse, explore and internalise language structures that support early comprehension.

Systematic early phonics teaching through Read Write Inc begins as soon as children are developmentally ready. Daily phonics sessions ensure that children quickly secure the foundational skills of hearing sounds, oral blending, decoding simple words, and building the confidence needed to become early readers. As children’s phonological awareness and fluency grow, they encounter gradually more complex words and texts matched to their phonics stage.

Many children enter EYFS with very limited vocabulary or early language skills, including a significant number with English as an Additional Language (EAL). To address this, reading and story experiences in EYFS are deliberately vocabulary‑rich. Adults pre‑teach and model key words, use visual supports, and provide frequent opportunities for children to practise and embed new vocabulary through play, conversation and shared reading.

Through daily story time, oral storytelling, shared books, rhymes and songs, children in EYFS learn to develop early phonological awareness, such as hearing, recognising and playing with sounds; blend and segment sounds to support early word reading; engage with stories, poems and non‑fiction through repeated, rich exposure; join in discussions about characters, events and new vocabulary; build comprehension skills, including predicting, recalling and sequencing and foster a love of books and reading, supported by an inviting book‑rich environment. Strengthen vocabulary through meaningful repetition, modelling and playful exploration.

Writing

We use Ready Steady Write to support us to lay foundations for writing.  Ready Steady Write is designed as a structured, evidence‑based writing curriculum from EYFS onward. Its foundations are built around high-quality texts, explicit skill progression, and daily opportunities to develop fluency and confidence.

1. It starts with early mark‑making and pre‑writing development: RSW recognises the importance of mark‑making as the first stage of writing, encouraging children to explore tools, materials, and textures freely before formal writing begins. This nurtures confidence and positive attitudes towards writing.
2. It uses a clear, developmentally sequenced progression: RSW guides children through progressive writing stages, introducing skills in a structured way from Reception to Year 6. Units are mapped carefully to the entire statutory curriculum for writing, ensuring continuity and consistent upward progression.
3. High‑quality, language-rich texts build vocabulary and understanding: Every unit is driven by a vehicle text - rich, carefully chosen children’s literature. These texts provide the model language structures, vocabulary, and themes that underpin children’s writing development.
4. A consistent teaching sequence: Immerse - Analyse - Plan – Write: This evidence-based sequence enables pupils to:

• Immerse in vocabulary, characters, settings and themes
• Analyse grammar, sentence structures and author techniques
• Plan ideas using model texts
• Write with increasing independence

This repetition builds familiarity, confidence, and transferable writing habits.

5. Daily Sentence Accuracy builds transcriptional fluency. RSW includes daily work on:

• word choices
• sentence construction
• punctuation
• grammar

This supports fluency, stamina and accuracy, which are essential foundations for extended writing.

6. Explicit teaching of letter formation and phonics-aligned writing: In Reception and early KS1, RSW supports the development of letter formation, linked with RWI, helping children connect the sounds they learn with their writing.
7. Talk‑rich classrooms strengthen ideas and composition. RSW emphasises spoken language, using drama, discussion and modelling to develop children’s ability to articulate ideas before writing. This builds the conceptual foundations needed for coherent, structured writing.
8. Inclusive design supports all learners. The programme is designed to meet the needs of:

• EAL learners
• SEND learners
• the lowest 20%
• mixed-age classes

By structuring units and modelling carefully, RSW ensures every child can access writing and build confidence early.

9. Strong progression documentation underpins whole‑school consistency. RSW includes progression overviews and mapped objectives so that writing skills build cumulatively year-on-year. This helps ensure:

• consistent expectations
• clear assessment points
• continuity between classes and phases

Mathematical Fluency

We prioritise the development of strong early number sense so that all children build the foundations necessary for future mathematical success. Through a balance of purposeful play, direct teaching (White Rose Maths) and carefully designed learning experiences, children develop fluency with numbers, patterns and early mathematical concepts.

Our maths provision ensures that children:

• Develop secure understanding of numbers to 10, including counting, subitising, composition and comparison
• Build fluency with number facts through regular practice, songs, games and manipulatives
• Explore shape, space and measures through hands‑on, meaningful activities
• Use concrete resources such as ten frames, counters and cubes to represent and solve mathematical ideas
• Engage in maths talk, using precise vocabulary modelled by adults to explain their thinking

We recognise that many children enter EYFS with very low starting points in early mathematics and early language, including children with English as an Additional Language (EAL). To ensure every child can access and succeed in mathematics, we provide highly practical, language-rich teaching, enabling children to understand concepts even with limited spoken English; teach mathematical vocabulary explicitly, using visuals, gestures and repetition to support EAL learners; offer targeted small‑group support to develop early counting, number recognition and pattern awareness; integrate mathematical learning into continuous provision, giving children frequent opportunities to apply new skills through play and use stories, rhymes and real-life contexts to make mathematical ideas meaningful and engaging.

Supporting Every Child

We are committed to ensuring that every child has the best possible start to their education. Our EYFS curriculum is designed to meet the needs of all learners; particularly disadvantaged children, those with SEND, those known (or previously known) to children’s social care, pupils with English as an Additional Language (EAL), and those who may face barriers to learning, development or well‑being.

We recognise that children enter EYFS with a wide range of experiences, needs and starting points. Many require additional support with communication and language, personal and social development or early learning skills. To ensure every child can access and benefit from our curriculum, we:

• Identify individual needs early, using high‑quality interactions, observations and assessments from the moment children join us.
• Work in close partnership with families and external agencies to create a holistic understanding of each child.
• Provide inclusive provision that enables every child to participate fully in learning through flexible, responsive and well‑planned continuous provision.
• Offer adaptations and targeted support for pupils with SEND, including tailored intervention groups, visual scaffolds and personalised strategies.
• Ensure disadvantaged children access the same ambitious, vocabulary‑rich EYFS curriculum, with additional support where required to help them make strong progress.
• Embed nurturing, consistent routines that support children who may have experienced instability, trauma or social‑care involvement.
• Use explicit, supportive language approaches for children with early language delay or EAL, including modelling, repetition, visuals and structured talk opportunities.
• Prioritise children’s well‑being, emotional security and sense of belonging, recognising that these are essential foundations for learning in EYFS.

Our EYFS team maintains high expectations for every child while ensuring that support is tailored, meaningful and developmentally appropriate. Through early intervention, strong relationships and a warm, inclusive environment, we give all children, regardless of background or need, the foundations they require to thrive.

Our Commitment

In the Early Years Foundation Stage, we prioritise keeping up rather than catching up by responding quickly to any gaps in children’s development, learning or language as soon as they are identified. Through high‑quality interactions, ongoing observation and continuous assessment, staff act swiftly to provide the support children need at the earliest possible point. Our EYFS environment is designed to give children the strongest possible start. Through carefully planned continuous provision, responsive adult support and targeted early intervention, we ensure that all children, particularly those with low starting points, SEND, EAL or disadvantage, are enabled to make rapid and meaningful progress. Strong relationships with families help us understand each child’s unique needs, allowing us to tailor support so that no child falls behind.

English as an Additional Language (EAL) Provision

We recognise that pupils who speak English as an additional language already speak at least one language and we do not lower our expectations of them.  Our comprehensive EAL provision forms a crucial foundation for these pupils' success.

System and Process of Support for Pupils with English as an Additional Language (EAL)

Identification and Information Sharing On admission, parents/carers indicate whether their child has English as an Additional Language (EAL) on school paperwork. This information is shared promptly with the EAL Coordinator, SENCO, Senior Leadership Team (SLT) and Class Teacher to ensure early identification and a coordinated response. Any paperwork, assessments or reports provided by previous schools are reviewed and considered alongside the school's own assessments to ensure accuracy and continuity of support.

Quality First Teaching (QFT) The Class Teacher has responsibility for the pupil's progress and ensures that high-quality, inclusive classroom practice is in place from the point of entry. Teachers assess pupils' English language proficiency accurately and regularly. Teachers recognise that providing opportunities for pupils to talk with staff and peers during lessons is particularly important; teachers help pupils articulate what they know and understand by scaffolding, modelling, extending and developing their ideas. Teachers focus on the Ofsted State-Funded School Inspection Toolkit

Assessment and Baseline The EAL Coordinator assesses pupils using Speech and Language Link to establish a baseline of language development. Pupils who score 88 or below on Speech and Language Link undertake a British Vocabulary Scale assessment, administered by the EAL Coordinator. Pupils are also assessed using the Kent Steps assessment framework across four areas: Listening and Understanding, Speaking, Reading and Writing. Kent Steps assessments are reviewed once every two terms, and Speech and Language Link is completed every six months.

Once a pupil has passed Speech and Language Link on two occasions, completed the British Vocabulary Scale and been signed off from Kent Steps, they are considered fluent and no longer receive direct support from the EAL Coordinator. Ongoing support continues through high-quality classroom practice and exposure to strong models of English.

This graduated assessment process enables staff to distinguish between language acquisition related to EAL and any underlying speech, language or communication needs, ensuring appropriate and timely next steps.

Targeted Support and Staff Guidance The EAL Coordinator provides guidance, resources and strategies to Class Teachers and Teaching Assistants to support classroom provision. Where required, targeted support is delivered either within the classroom or through 1:1 or small-group intervention. All additional support is purposeful, time-limited and closely linked to classroom learning.

Monitoring, Review and Impact Progress is monitored through ongoing assessment, observation and pupil outcomes. Support is reviewed regularly and adapted in response to progress to ensure it has a positive impact on pupils' learning, engagement and inclusion. Parents/carers are kept informed, and pupils are supported to develop confidence, independence and increasing fluency in English over time.