Click on the sections below to explore and learn more about the EYFS curriculum at St Peter and St Paul.
At St Peter and St Paul we have both a Nursery and Reception class.
Teachers
- Nursery: Ms Shepherd
- Reception/EYFS Lead: Miss Travis
Availability
For more information about availability of places in our Nursery and Reception classes, please contact the school office here.
As the Early Years Leader, I am delighted to extend a warm welcome to you and your family. Our school is a nurturing, inclusive, and vibrant community where each child’s unique gifts and talents are celebrated and developed.
At St Peter and St Paul, we are committed to providing a holistic education rooted in the values of faith, love, and respect. Our dedicated and passionate staff work collaboratively to create a stimulating and supportive environment where children can thrive academically, socially, and spiritually.
In the Early Years, we understand the importance of laying a strong foundation for lifelong learning. Our curriculum is designed to be engaging and dynamic, fostering curiosity, creativity, and a love for learning. We believe that every child deserves the best possible start in life, and we strive to ensure that our youngest learners feel safe, happy, and valued.
We pride ourselves on our close-knit community, where parents and carers are valued partners in their child’s education. We encourage open communication and active involvement in school life, ensuring that together, we can support our children to achieve their fullest potential.
Thank you for considering St Peter and St Paul Catholic Primary School for your child’s education. We look forward to welcoming you and embarking on this exciting journey of learning and discovery together.
The EYFS School Day
Doors Open at 8.45am
· Nursery and Reception 8.45am – 3.05 pm
· Nursery morning session – 8.45am – 11.45am
· Nursery afternoon session – 12.05pm – 3.05pm
· Lunchtime Nursery 11.30am – 12.30pm
· Lunchtime Reception 11.30am- 12.30pm
Starting Nursery
When first starting Nursery, your child will visit with parent/guardian before their start date.
They will then start Nursery on a day in the first week.
Starting Reception
If your child has attended our Nursery, then they will start in Reception on the first day of the new school year.
If they are new to our school, then they will start school on a day in the first week.
Learning Journey
Your child’s successes will be documented in a Learning Journey folder that consists of photographs, your child’s work, and comments. Parents will be able to see this throughout the school year and then take this home at the end of the school year.
Class Dojo
Class Dojo is a school communication platform that connects teachers and families. It is used to share what’s being learned in the classroom through photos, videos, and messages. Parents can also share photos, videos and messages from home. This will be updated several times a week.
Stay and Play
There will be a several Stay and Play sessions in EYFS. Parents are invited to stay, join in, and learn about the topics in class.
School Uniform
Children are required to wear school uniform and the co-operation of parents is sought in maintaining high standards of dress.
It is of great help if all items of clothing are clearly marked with your child’s name.
Our uniform consists of:
· grey trousers /skirt / pinafore
· grey shorts (optional in the summer term)
· blue & white checked summer dress (optional)
· white polo shirt
· blue school jumper or cardigan
· Black school shoes with Velcro fasteners (NO SHOE LACES PLEASE)
In Nursery and Reception, they will also require a PE kit, which your child will wear instead of their full school uniform on PE days. The PE kit consists of:
· a white tee shirt
· blue/black shorts (summer)
· blue/black leggings or blue tracksuit bottoms
· blue school hoodie
· black pumps or black Velcro trainers
Items of school uniform can be purchased directly from ‘Smart Clothing’ in Bolton Market or Whittakers School Wear.
Children in the Early Years also need a pair of wellingtons and a change of clothes / underwear, all of which should be clearly labelled with your child’s name.
In winter, your child will need a warm, waterproof coat, hat, scarf and gloves or mittens.
In summer, your child will need a sunhat.
A school bookbag can also be purchased from Smart Clothing.
Jewellery
No earrings or other items of jewellery are to be worn for health & safety reasons.
Snack
Children have access to a range of healthy snacks – usually milk or water, a selection of fruit and some type of bread product.
They have access to their own water bottles all day.
There is a small charge of £1.00 per week (payable on Mondays) for this. If you prefer, you can pay this in a lump sum at the start of the term or half term.
This charge also enables us to buy ingredients for baking, special artwork and other small resources. If your child has any special dietary requirements, food allergies or intolerances please let us know as soon as possible.
Nursery
- Children who attend a full day session in our Nursery will need to bring a packed lunch, clearly marked with their name.
- We are a NUT FREE SCHOOL and have children with severe nut allergies – please do not send in any snacks that contain nuts e.g. Nutella, Snickers, pesto etc.
Reception
- All Reception children are entitled to a free school lunch.
- If your child is having a school dinner, please ensure you inform us if they have any allergies. It would be helpful if they could practise using a knife and fork at home.
- If your child is having a packed lunch, they will need a labelled lunch box, which will be kept in the classroom until lunchtime.
- Your children will be supported by Early Years staff throughout dinner times.
What Your Child Needs for School
- Wellies – to remain in school- we will play out in all weathers
- Waterproof coat with hood- to be left in school
- A spare set of clothes in case of accidents
- School Reading Folder – can be bought from the School Office
- Sunhat and sun cream in warm/hot weather
- Hats and gloves in cold weather
*Please ensure all items of clothing are labelled with your child’s name
At St Peter and St Paul, we adhere to the Early Years Foundation Stage (EYFS) statutory framework and incorporate the principles of Development Matters. These guidelines ensure our youngest learners receive a high-quality, play-based education that fosters their development and prepares them for future learning.
Click on the Following Links for More Information
Assessment in the Early Years Foundation Stage (EYFS)
National Framework
In the Early Years Foundation Stage (EYFS), assessment is a critical component to ensure that children receive the best possible start to their education. Nationally, the assessment framework for EYFS is designed to support children’s development and learning by providing a clear structure for measuring progress and identifying areas where additional support may be needed.
The EYFS Profile
The primary national assessment tool for children in the EYFS is the EYFS Profile. The EYFS Profile is completed in the final term of the year in which the child turns five, typically at the end of the Reception year. This assessment summarises and describes children’s attainment at the end of the EYFS.
Areas of Learning
The EYFS Profile assesses children’s achievements in the following areas:
- Communication and Language
- Listening and Attention
- Understanding
- Speaking
- Physical Development
- Moving and Handling
- Health and Self-Care
- Personal, Social, and Emotional Development
- Self-Confidence and Self-Awareness
- Managing Feelings and Behaviour
- Making Relationships
- Literacy
- Reading
- Writing
- Mathematics
- Numbers
- Shape, Space, and Measures
- Understanding the World
- People and Communities
- The World
- Technology
- Expressive Arts and Design
- Exploring and Using Media and Materials
- Being Imaginative
Early Learning Goals (ELGs)
For each area of learning, there are specific Early Learning Goals (ELGs) which set out the expected level of development that most children should reach by the end of the EYFS. Teachers assess each child against these goals, determining whether they are:
- Emerging: not yet reaching the expected level.
- Expected: meeting the expected level.
The Reception Baseline Assessment (RBA)
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
Key Features of the RBA
- Focus Areas: The RBA focuses on early literacy, communication, and mathematics skills.
- Format: It is a short, interactive assessment carried out one-on-one with a teacher or practitioner.
- Purpose: The RBA is not intended to provide a comprehensive picture of a child’s abilities but to establish a starting point for measuring progress throughout primary school.
- Non-Obtrusive: Designed to be a low-pressure assessment, it fits seamlessly into the child’s normal school day.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
Observational Assessment
A key aspect of EYFS assessment is observational assessment. Our staff observe children as they act and interact in their play, everyday activities, and planned activities, and they use these observations to understand each child’s development and learning needs. Observational assessment is continuous and forms the basis of the formative assessment process.
Formative Assessment
Formative assessment is integral to the EYFS. It involves practitioners using their observations to inform planning and to create a responsive learning environment. This ongoing process helps to tailor the learning experiences to meet the individual needs of each child, supporting their development in all areas of learning.
Summative Assessment
In addition to the formative assessments, the EYFS Profile provides a summative assessment at the end of the Reception year. This summative assessment provides parents, practitioners, and teachers with a well-rounded picture of a child’s knowledge, understanding, and abilities as they prepare to transition into Key Stage 1 (KS1).
Reporting to Parents
Parents are provided with a written summary of their child’s attainment against the ELGs, along with commentary on the characteristics of effective learning. This report helps parents understand how their child is progressing and provides them with insights into how they can support their child’s learning at home.
Implementation in Our School
At our school, we are committed to implementing the EYFS assessment framework effectively to support every child’s learning journey. Our approach includes:
- Regular Observations: We conduct regular observations to capture children’s achievements and inform our planning.
- Parental Involvement: We actively involve parents in the assessment process through regular updates, meetings, and sharing of the EYFS Profile.
- Professional Development: Our staff engage in continuous professional development to ensure they are skilled in conducting accurate and meaningful assessments.
- Inclusive Practices: We tailor our assessment practices to ensure they are inclusive and cater to the diverse needs of all our children.
By adhering to the national EYFS assessment framework, including the RBA, and implementing best practices within our school, we strive to provide a supportive and enriching learning environment that promotes the holistic development of every child.
General Early Years Resources
- BBC Tiny Happy People
- Offers a wide range of activities and tips to support language development.
- Hungry Little Minds
- Provides ideas and activities to help parents support their child’s learning and development.
- National Literacy Trust
- Offers resources and advice to support children’s literacy development from birth to age 11.
Parenting and Family Support
- Family Lives
- Provides parenting advice, support forums, and helplines for parents and caregivers.
- Action for Children
- Offers practical advice and support for parents on a range of topics, including early childhood development.
- NHS Start4Life
- Offers health advice and tips for pregnancy, birth, and early years.
Educational Activities and Games
- PhonicsPlay
- Provides phonics games and resources to support children in learning to read.
- Topmarks
- Offers a variety of educational games and resources covering maths, literacy, and more.
- Twinkl
- Provides a vast array of printable resources and activities for early years education.
Online Storybooks and Reading
- Oxford Owl
- Offers free eBooks and reading activities for children, as well as advice for parents on supporting reading at home.
- BookTrust
- Provides book recommendations, reading tips, and activities to encourage a love of reading.
Wellbeing and Mental Health
- Young Minds
- Offers advice and resources to support children’s mental health and wellbeing.
- MindEd for Families
- Provides information and advice to support parents and caregivers in promoting children’s mental health.
Special Educational Needs and Disabilities (SEND)
- Contact
- Provides support and advice for families with children who have special educational needs or disabilities.
- The Sensory Projects
- Offers resources and ideas for sensory play and learning, particularly for children with SEND.
Creative Play and Activities
- The Imagination Tree
- Features creative play ideas and activities to encourage imaginative play and development.
- Learning4Kids
- Provides a range of fun and educational activities to support early childhood learning.
The Reception Baseline Assessment (RBA)
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
Key Features of the RBA
- Focus Areas: The RBA focuses on early literacy, communication, and mathematics skills.
- Format: It is a short, interactive assessment carried out one-on-one with a teacher or practitioner.
- Purpose: The RBA is not intended to provide a comprehensive picture of a child’s abilities but to establish a starting point for measuring progress throughout primary school.
- Non-Obtrusive: Designed to be a low-pressure assessment, it fits seamlessly into the child’s normal school day.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
Please encourage your child to become as independent as possible in these last few months before September as this will help the settling in process.
Ways in which to prepare your child:
*Please note, if your child cannot do all of the following, please do not worry, just let us know.
- Going to the toilet, wiping themselves, flushing the toilet and washing/drying their hands independently
- Putting coats on and taking them off – fastening zips and buttons
- Recognising their own name
- Singing Nursery Rhymes
- Rhyming words
- Reading/sharing books and discussing characters/setting/main events
- Cutting skills
- Capital Letters only at start of name
- Encourage your child to walk to into school
- Please talk about school in a positive way
- Practise holding pens/pencils/crayons when mark-making
- Taking turns when playing a game or with toys
- Being able to use language to communicate their needs
Click here to explore Starting Reception, a helpful website for parents and carers preparing their children for the transition into primary school.
