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Early Years Foundation Stage (EYFS)

The reception year is vitally important and sets the foundations of learning for your children as they begin their journey in education.

Here at Bloxham we have an integrated Foundation Stage Unit, linking our 2 Reception Classes with the Bloxham Pre-School in a shared space and ensuring progression from one year to the next. We have an experienced team who work together to ensure that children’s individual needs are met and that each child thrives and makes excellent progress.

During children’s first year of school, we tailor our curriculum to ensure children develop key life skill such social skills, independence, and physical skills as well as early learning in Literacy, Maths and Topic areas. This is achieved in a cohesive and engaging classroom environment where children can work independently to challenge themselves, with peers and with adult guidance.

We are fully committed to the purpose and aims of the Statutory Framework for the Early Years Foundation (2014) which clearly states:

‘Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high-quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.’  

Our Early Years Foundation Stage aims to create a happy, caring, secure and stimulating environment for all children. To do this, we:

  • Encourage confidence, independence and a desire to learn; (having quality interactions and provision through our curriculum)
  • Focus on the development of every child as an individual, valuing and building on their previous experiences and responding to their individual needs; (Objective led planning)
  • Work in partnership with parents and carers; (daily communications at drop off and pick up, Seesaw, newsletters and twice a year parents evening meetings)
  • Develop in children an enquiring mind, an interest in learning and an enthusiasm for the next stage of school life; (cultural capital and the characteristics of learning embedded in our curriculum)
  • Provide good foundations for later learning; (Read,Write,Inc. Phonics links to the EYFS Curriculum)
  • Encourage good social relationships, developing self-esteem and respect for others. (Zones of Regulation)

The Early Years Foundation Stage is the statutory curriculum for children 0-5. For us, the EYFS covers our Nursery and Reception classes. Our curriculum challenges and inspires our children, encouraging them to develop into independent, motivated learners who are curious about the world around them. Our children are nurtured within a secure environment, whilst being allowed to explore, discover and take risks both inside and outside of the classroom. Our children make rapid progress within a child centred context allowing a smooth transition into Key Stage 1.



Our Learning Environment

Our two Reception classes have their own teaching space and access the shared environment during independent learning time. Our indoor and outdoor provision includes areas which promote all areas of learning and activities planned for these areas ensure children are making progress towards the Early Learning Goals, our end of year goal in all 17 areas of learning.

The areas available to the children in and outdoors each day are:

  • Reading corner and class library
  • Literacy area and independent writing area
  • Maths and Computing Area
  • Creation Station and fine motor skills area
  • Small world and imaginative play
  • Construction site
  • Role play area- home corner and topic related role play.
  • The mud kitchen
  • Sand and water area
  • Understanding the world area/ investigation station


The Four Early Years Foundation Stage Principles

The statutory framework is based on four guiding principles which shape practice in our Reception Classes. These are:

  1. A Unique Child
  2. Positive Relationships
  3. Enabling Environments
  4. Learning and Development

The new Development Matters (DM) programme was launched in September 2021, alongside the updated statutory EYFS Framework. Although it is non statutory guidance, we as a school choose to use Development Matters to help us to plan for, and track, our children’s learning.



How to Join our Reception Classes

If your child was born on or between 1st September 2017 and 31st August 2018 you need to apply for a primary place now.

We are proud to have 2 full Reception classes each year here at Bloxham. It is therefore imperative that you ensure you have applied for a place for your child in good time. Always state the three schools you would like your child to attend in order of preference.

Children who attend Bloxham Pre-School must apply for a place in the Reception class via the Local Authority.

If you do not receive a place in the Reception class, you have the right to appeal by completing the forms sent to you from the Local Authority.

The closing date for on-time Primary School applications is January 17th 2022.

Please follow this link for further information about school admissions:

Please see our Admissions page for further information and our Admissions Policy (located on our Policies & Procedures page).



Welcome to EYFS Information

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Foundation Stage Open Day 2020 Video



Useful EYFS Links

Links to Documents

Statutory EYFS Framework
A mandatory framework for all early years providers in England from 1 September 2021.

Development Matters 2020
A top-level view of how children develop and learn for all early years practitioners, including: childminders, staff in nurseries, nursery schools, school nursery and reception classes in school.

Useful Links for Home

Phonics support Parents – Ruth Miskin Phonics Training

Number blocks to support early Maths learning Numberblocks – CBeebies – BBC

Supporting reading at home Oxford Owl for Home: help your child learn at home | Oxford Owl

50 things to do App 50 Things to Do Before You’re Five in Oxfordshire






What a beautiful place to learn…

…Inside and outside . I thought I had a very anxious little boy going from Preschool into Foundation but I was so wrong , the transition and work that all the staff did was fabulous. My son loved his time in foundation. All the teachers, TA’s and lunch time assistants are friendly, loving,  caring and helped my son develop, learn and become confident. Teaching in uncertain times over the last few years must of been so difficult, we had fantastic support with home learning and I felt as a parent I could ask for help from all the teachers . The wonderful messages , stories , videos they posted daily made us feel still part of the school. What a wonderful place to start your learning journey.

My daughter began her first year of school very reserved and unsure.

However, the kind nature of the teachers and the homely environment created by the team gave her the help she needed to thrive and grow in confidence.

Our religious beliefs are very different to some of the mainstream teachings of the curriculum. Yet again, the Foundation Team were very successful in accommodating my daughter so that she felt included and at the same time respecting what we are endeavouring to teach her.

The teachers were highly communicative with us both in person and via Seesaw, they made us fully aware of the activities our daughter was involved in and what she was learning in all aspects of school life.


I can’t thank the foundation team enough

…for the wonderful start to school that my daughter had last year. My daughter is a timid little girl but the foundation team lead by Miss Drury, welcomed her and supported her, creating some wonderful memories and giving her the best stepping stones possible to start her journey at Bloxham Primary.

I always felt that I was able to communicate with the teaching team if needed, and I felt that they took the time to get to know each individual child, which is so important in those early days.


We were very impressed.

Learning was often distanced due to the pandemic, the team always responded personally (ie by name via voice or video message) to the work submitted or to any queries, which made our son feel very included despite not being able to be there physically in a classroom.  Our son was very excited to attend in person when lockdown ended.  The communication throughout the year was clear and constant across all methods.  Despite all the obstacles the team faced, we felt our son was able to learn and continuously impressed us – which can only be a credit to the Foundations team.



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