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Low Road and Windmill Music Federation


Early Years Foundation Stage


Our Ethos:


“To inspire hope, ignite imagination and instil a love

of learning that will last a lifetime”

Aims and Rational


At Low Road and Windmill Music Federation our high expectations will enable each child:

to achieve excellence through effort and aspiration’


We will offer a structure for learning that has a range of starting points and unlimited availability for development through a wide range of new and exciting first hand experiences that will give the children the opportunity to consolidate, explore and test their skills, knowledge and understanding alongside existing experiences.

Planning and Curriculum


The Early Learning Goals are the knowledge, skills and understanding which young children should of acquired by the time they reach age 5.


There are three prime areas of learning:
Communication and Language
Physical Development 
Personal, Social and Emotional Development


There are four specific areas of learning:
Understanding the World
Expressive Arts and Design


In addition the ‘Characteristics of Effective Learning’ underpin the learning and development across all areas and support the children to remain and effective and motivated learner.


The Characteristics of Effective Learning are:

Playing and Exploring – engagement
Active Learning – motivation
Creating and Thinking Critically – thinking


At Low Road and Windmill Music Federation, our planning has a sharp focus on the children’s needs, interests and stages of development. We recognise that the seven areas of learning cannot be delivered in isolation and seek opportunities to make links between them. We aim to deliver the curriculum through planned purposeful play which reflects the personal interests of the children.

We encourage children to play an active role in shaping their own learning experiences. Adults engage in discussion with the children about what they are interested in, which skills they would like to develop further and which resources they need to support their learning. Profiles and Tapestry Online Learning Journals are available at all times for children to reflect on their learning.

We aim to provide and exciting, stimulating and challenging learning environment that offers high quality opportunities for the children to learn through play, both indoor and outside. Open ended learning opportunities are provided through continuous provision. These areas are enhanced in line with both the topic based focuses and the children’s interests, fascinations and their learning needs. Children are supported to think creatively and imaginatively and explore how resources can be adapted.


Children join in with a daily Phonics and Big Maths streamed small group input which is adult led and based on previous assessment. They also learn new skills in carefully planned, differentiated focused activities. Intervention time is used to either provide extra support to individual and small groups of children, or to extend and challenge. Intervention time activities are planned by adults prior to the session and are based on ongoing assessments and Individual Education Plans.

Our group reading sessions occur daily and individual reading sessions occurs twice weekly. All children are encouraged to read at home to reinforce the skills taught during the school day.


Observation and Assessment

When the children enter Nursery and Reception, a baseline assessment is used to gain an awareness of which ‘Development Matters’ age band the children are working in and whether they are emerging, developing or secure in the band. Summative assessments are then made at the end of each term and the data capture is analysed to inform the Early Years Action plan and set targets for the upcoming term to ensure good progress is made across all areas of learning. We use a range of strategies to gather information about the children’s learning and development and use this information to ensure our planning meets the needs of all learners. Assessments linked to adult directed activities are evidenced in the individual profiles and assessments linked to child initiated activities are evidenced in their Tapestry Online Learning Journal.


In the Summer term of Reception, practitioners consider the 17 Early Learning Goals in the EYFS profile to decide whether each child is working at the expected levels, exceeding the levels or have not yet met the levels and therefore are emerging. The profile results, along with a running commentary on each child’s skills and abilities in relation to the three key Characteristics of Effective Learning are then reported to parents and/or carers. Practitioners will also share these results with the Year One teacher in order to create a smooth transition into Key Stage One.