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Early Years Foundation StagE

 The Early Years Foundation Stage at Amesbury Archer


At Amesbury Archer Primary School, we believe that the Early Years Foundation Stage secures the solid foundations from which children can build their new skills upon throughout the school.

Our ‘Aim High’ ethos ensures that there are no limits to the children’s learning, with the expectation that all children will make good progress from their starting points and no child will be excluded or disadvantaged.

We place a high priority on building strong partnerships with parents and carers, so that children can thrive and become independent learners both at school and home.

We want our children to be confident and motivated so we ensure that they are happy, feel safe, and have their days filled with adventure and challenge.

Our historical footprint of the Amesbury Archer has influenced our unique set of learning words. These are introduced and modelled by the adults so that the youngest ‘Archers’ in our school are prepared for the learning and challenges ahead of them.

A - Aspirational – ‘I work hard to achieve my best.’

R - Respectful – ‘I am kind and thoughtful to other children, adults and property.’

C – Curious – ‘I explore, ask questions and share my ideas.’

H – Honest – ‘I always tell the truth.’

E – Enthusiastic – ‘I am excited about learning, and I will always have a go.’

R – Resilient – ‘I don’t give up when things get difficult.’


The EYFS Development Matters non-statutory guidance (September 2020) is used to plan effective learning opportunities. It sets out the pathways of children’s development in broad ages and stages. It is broken down into seven areas of learning:

Prime Areas – Personal, Social and Emotional Development, Communication and Language and Physical Development.

Specific Areas – Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

The children develop their skills, knowledge and understanding, through playing and exploring, active learning and creating and thinking critically.




Talk for Writing

Our learning environment, both indoors and outdoors, enriches and enhances the curriculum on offer. The children will experience a day that includes, continuous provision play opportunities, supported activities and whole class teaching. We build on what the children already know and can do, through activities that motivate and interest them.

Through play, our children are encouraged to explore and develop an understanding of the world around them. We want them to practise their new learning, put their ideas to the test, develop their social and communication skills and have the opportunity to think creatively.

Tapestry is used to keep parents informed about their child’s learning, and parents are also encouraged to upload their own observations of their child’s development.

Children with SEND, like all children, have quality first teaching throughout their day. They will have 1:1 adult support (teacher or TA) where required, and activities may be adapted, so that they can access all learning. Additional equipment or resources will be used for specific needs, for example I-pads, wobble cushions, pencil grips. Speech and language sessions are timetabled and led by a specialised TA.

A strong partnership is formed with our parents, starting with a robust induction process, including; information presentations; visits into school, visits/phone calls to pre-schools; and home visits. This is then followed throughout the year by, ‘stay and play sessions’ in phonics, maths, science and writing, and information talks after school.