Home Page

Foundation Stage

Meet the Team

Assistant Head for Foundation Stage:

Mrs S H Tewson


Nursery Manager

Miss J Hoban


Nursery 3-4

Mrs C Mennell

Mrs R Thorp

Miss J Swaby

Mrs N Mustafa

Mr C Twidale-Smith


Nursery 2-3

Miss R Lever

Miss Y Facey

Miss G Fox

Miss C Savory




FS2 Virtual Tour

We look forward to welcoming you and your child to Meynell Primary School in September.

Please see below for our virtual tour.

Applying for a school place


To apply for a school place online please use the link below;




or alternatively you can print, or collect from nursery, a paper copy to complete.

on line applications must be made by 7th December 2021 and paper applications by 15th January 2022











EYFS Quality of Education, Intent, Implementation, Impact


At Meynell Primary School we intend that our curriculum educates all the children in knowledge, skills and understanding to be effective, inquisitive, curious, independent learners and influence their wider thinking across all areas of the curriculum.  We wish our children to believe in themselves and their abilities and capabilities, to belong to the school learning community and the wider community and to become successful in their academic career and beyond.

In EYFS, children experience the 7 areas of learning through a balance of whole class/group teaching and play based learning.  This is through the children’s interests, themes, continuous provision activities and phonics.  We ensure the content of the curriculum is taught in a logical progression so that children build on prior learning and ultimately know, learn and be able to do more. We wish our children to develop the attributes of the ‘Meynell Stars’ (aspire, believe, explore and achieve) to help them become better citizens.

Learning is carefully planned by skilled staff to support early reading, writing, mathematics and language development as well as social skills. We make sure that any gaps in a child’s learning are identified and filled in order for children to be ready for the next phase in their educational careers.  We ensure that our curriculum shows a connection between the sequence of learning, the context, and language development, it is designed to recognise their prior learning by providing first hand learning experiences and allowing the children to develop interpersonal skills, build resilience and become creative, critical thinkers.   We intend for our children to reach their full potential and make good or better progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into year 1. 

We understand to maintain high standards of quality first teaching we have to invest in our staff by providing high quality CPD to match the current needs of the staff and also to match the needs of our children.   Teachers in EYFS create an environment to match the needs and skill levels of our children and use their own teacher assessments and gap analysis to inform their planning and the provision.

We recognise that reading is a key to all other learning and ensure quality phonic sessions are being taught daily using the whole school approach of RWI with children’s reading books matching their phonic ability as well as reading aloud to the children, telling stories, poems and rhymes.  We encourage parents to read with their child and to recognise the importance of reading to their child on a daily basis to promote an enjoyment and love of reading.  We also recognise that children need a vast range of vocabulary in order to succeed in life.  This is taught explicitly through pre-teaching sessions, S&L interventions and Concept Cat as well as routinely in the setting.

At Meynell Primary School we encourage children to demonstrate their attitudes and behaviours to learning through the Characteristics of Effective Learning. 

At this stage in a child’s life learning through play is vital, we use the environment to ensure their needs are met through continuous provision, enhanced provision and following their interests.  Staff teach an objective through whole class, small group teaching and going into provision to observe and join children’s play and move learning forward at that point.  They record ‘snapshot’ evidence of children’s learning to build an overall picture and set next steps for learning.  Formative assessment takes place within every session and helps teachers to identify any children that needs more support to achieve the objective and those that need challenging.  This may be instantaneous if appropriate. 

At Meynell we believe the enjoyment of the curriculum promotes achievement, confidence and good behaviour.  Our children become confident and secure in themselves and self-assured risk takers.


Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities.

The timetable is carefully structured so that children have directed teaching during the day. The timetable changes throughout the year to take into consideration the changing needs of the children. These sessions are followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning.

Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the provision. The curriculum is planned for the inside and outside classrooms and equal importance is given to learning in both areas.


Reading is at the heart of our curriculum and our aim is to encourage a love of reading right from the start. In EYFS we have key texts each half term. The aim is to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. These books will be embedded in our provision through activities, story sessions and on display for children to access independently. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories.

The inclusion of high-quality texts which are age and stage appropriate

• Modelled reading and re-telling opportunities across each session

• Structured comprehensions questions based on Blooms Taxonomy

• A focus on Tier 1, 2 and 3 Vocabulary

• Dedicated phonics sessions, employing tricky and high-frequency words

• Cooperative learning behaviours which develop oracy and interdependence


We follow the RWI programme to ensure fidelity across the school. In Nursery children focus on Phase 1 which concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in reception. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills, prior to GPC.

In Reception, children are introduced to letter sounds and develop GPC and segmenting and blending skills to decode words. Children are encouraged to read at home and are listened to regularly in school. They are given books that match their phonic knowledge in order for them to apply their learning with the aim of becoming successful, confident and fluent readers.


In Nursery, children develop a love of maths through games, songs, rhymes, and play using concrete manipulatives. There is a focus on the following counting principles; one to one correspondence, stable order and cardinal principle. Children’s fine manipulative skills are a focus to develop 1-1 correspondence so children count each object only once.

In Reception, High quality learning environments and meaningful interactions with skilled adults, support children in developing mathematical thinking and discussion. Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration.

Wider Curriculum

 Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ EYFS staff have a good understanding of how ELG’s feed into the National Curriculum through our robust planning and CPD opportunities. In reverse, colleagues throughout the school are also aware of the key ELG’s that link to each foundation subject and the progression of the subject. Exciting, purposeful and contextual activities are planned to build on children’s natural curiosity.

Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and such vocabulary will be modelled verbally by supporting practitioners.

Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential, or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics.

Regular monitoring of teaching and learning by SLT and the EYFS leader ensure staff develop good subject knowledge. The EYFS leader ensures staff receive CPD specific to Early Years to develop their practice.


The curriculum design ensures that the needs of individual children including SEND and disadvantaged, and small groups of children can be met within the environment of high quality first teaching supported by targeted interventions where appropriate.  In this way it can be seen to be impacting in a very positive way on pupil outcomes and prepares them for the next phase in school.  We teach our children to believe in themselves, belong to the school and wider community and become anything they wish to.


Prior to children starting, staff spend time speaking to the child’s parents, previous settings and read previous learning journeys to gain an understanding of the whole child and where they are at. During the first half term in Nursery or Reception, all staff use ongoing assessments, observations and conversations with the child to develop a baseline assessment. This identifies each individual’s starting points in all areas so we can plan experiences to ensure progress. The following baseline assessments are also carried out.

The RBA (Statutory Reception Baseline Assessment)

This assessment focuses on ‘Language, Communication and Literacy,’ and ‘Mathematics.’ The purpose of this is to show the progress children make from Reception until the end of KS2.

NELI (Nuffield Early Language Intervention)

NELI is an evidence-based oral language intervention for children who show weakness in their oral language skills and who are therefore at risk of experiencing difficulty with reading. The assessment informs us if the child is at expected for their age or requires intervention from trained NELI practitioners.

Ongoing Observation:

All ongoing observations are used to inform planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paper work. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples. Some observations are uploaded using Seesaw and shared with the supporting parents and carers and examples kept in individual books.


Phonic assessments are carried out in each session and keep up lessons delivered the same day for any child at risk of falling behind.  More formal assessments are carried out every term.  Our aim is for children to ‘keep up’ rather than ‘catch up’ where possible.

Assessments are completed three times per year and shared with parents, whereby the Class Teacher updates the progress children have made. In Summer Term 2, the EYFSP is completed for reception children, where teachers judge whether the child has met each of the 17 ELG’s. They will be assessed as either ‘emerging’ or ‘expected.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher. Impact is also evident through our successful transitions into Year 1. EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation - children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.



The Early Years Foundation Stage curriculum


The curriculum is organised onto areas of learning these are:


Prime areas:

•        Personal, Social and Emotional development

•        Communication and Language

•        Physical development


Specific areas:

•        Literacy

•        Mathematics

•        Understanding of the World

•        Expressive Arts and Design


The children work towards ‘Early Learning Goals’ which prepare them for future learning. 

More information can be found on the DfE website or www.foundationyears.org.uk, or please talk to staff who will be happy to help.