Click on the sections below to explore and learn more about the EYFS curriculum at St Ethelbert’s.
At St Ethelbert’s we have both a Nursery and Reception class.
Staff
- Nursery: Mrs Coyle (class teacher); Mrs Patel & Mrs Kolodziej (Teaching Assistants)
- Reception: Mrs Turner ( class teacher & EYFS Lead); Mrs Ramwell & Miss Davies (Teaching Assistants)
Availability
For more information about availability of places in our Nursery and Reception classes, please contact the school office here.
Welcome to St Ethelbert’s Roman Catholic Primary School! 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 Ethelbert’s , we are committed to providing a holistic education rooted in the values of faith, love, and respect. Guided by our mission statement, 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 Ethelbert’s Roman 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.
Please encourage your child to become as independent as possible in the last few months before they start school, 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.
Nursery
- Talk to them as much as possible, in whichever language you are most comfortable with.
- Give them opportunities to socialise with other children their age whenever possible.
- Help them to become independent when using the toilet and washing their hands properly with soap.
- Teach them to put on and take off their coats, Velcro shoes and jumpers.
- Read books with them and provide them with drawing materials such as felt pens, aqua draw mats paints or crayons.
- Encourage them to share, take turns and look after their toys.
- Encourage them to try different healthy foods, to drink from a real cup and to use cutlery such as a knife and fork when appropriate.
- Have a regular bedtime. Around 7:30pm is ideal for 3-4year old children. Your child will learn better and be happier at Nursery if they are not tired.
- Encourage them to be confident and to try different activities such as simple jigsaws, playdough, using the computer or laptop, helping to wash up or prepare dinner and bake cakes etc.
- If your child is used to being with you all day every day, begin to leave them for short periods of time with a grandparent or family member or friend, so being left at nursery is less upsetting for them.
Reception
- Use the toilet independently, including wiping their own bottom
- Wash and dry hands
- Feed themselves and drink from a cup (no lid)
- Be willing to try new food
- Follow simple instructions
- Look up when someone calls their name
- Put on their coat and jumper
- Take off their coat and jumper
- Have experience of drawing with pens and pencils
- Listen to stories
- Join in with nursery rhymes
- Play on their own and with other children
- Be kind and gentle with other children
- Have an understanding of sharing
- Treat toys and possessions properly
- Tidy away their toys
- Help to do jobs around the house (put clothes in the washer, help with the washing up, sweep the floors …..)
- Use a range of playground equipment (climbing frame, slide etc)
- Have experience of being cared for by different adults
- Talk about their experiences, needs and wants and answer simple questions
The EYFS School Day
Doors Open at 8.45am
- Nursery and Reception 8.45am – 3.15pm
- Nursery morning session – 8.45am – 11.45am
- Nursery afternoon session – 12.15pm – 3.15pm
- Lunchtime Nursery 11.30am – 12.15pm
- Lunchtime Reception 11.45am- 12.45pm
Starting Nursery
When first starting Nursery, your child will be settled in over a period of two weeks.
- Week 1 – 1 hour visits at first, with parent or guardian
- Week 2 – A morning session without parent/guardian (If they are ready- all children are different)
- Week 3- Your child will begin their normal hours (either every morning/ a few full days a week or all day everyday if they receive 30 hours funding or pay to attend full time)
Please note -There will be no full time places available for new starters until week three.
Starting Reception
If your child hasn’t attended our Nursery, then they will start in Reception on the Tuesday of the first week back, initially for the morning session. This is to enable the staff to get to know your child and help the settling in process. From the Monday of the second week, your child will attend full-time and will have their lunch in school.
Learning Journeys
Your child’s successes will be documented on ‘Seesaw’ an online learning journal that consists of photographs and comments. Parents will be given a unique user name and password and you will be able to see online what your child is learning at school. You can also make your own comments or ‘like’ their photographs. As parents, you know your child’s strengths better than anyone does and we ask that you contribute on a regular basis. For example, a photo of a family trip to the zoo or park, or a picture your child has drawn independently at home.
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)
- pale blue polo shirt
- grey jumper or cardigan
- Black school shoes with Velcro fasteners (NO SHOE LACES PLEASE)
- blue elasticated tie
In 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 shorts (summer)
- black leggings or 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.
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 £1.50 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.
Holidays
Please inform us in writing of any term-time holidays. Please note that fees will still be payable for Nursery children.
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 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.
Our environment is designed to provide experiences that will help children develop socially, emotionally, creatively and academically. We aim to work and play
alongside children so that we understand their interests and needs and are able to help them develop at their own rate in all areas of learning.
In Nursery, the main focus is on the areas of PSED (Personal, Social and Emotional Development), CL (Communication and Language Development) and PD (Physical Development). They are the three prime areas of learning and children need to be secure with these as they underpin all other areas of learning.
In Reception, the children begin to learn phonics that leads into reading and writing and are introduced to early maths. In the autumn term, parent workshops are offered so that you feel confident to help your child at home.
In both Nursery & Reception, in order to support early oracy & story-telling skills, there is a focus on the children hearing and learning rhymes and repeated phrases from stories. Both classes enjoy a ‘Rhyme of the Week’ and ‘Book of the Week‘.
At St Ethelbert’s Catholic Primary School, 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.
- Exceeding: surpassing 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 St. Ethelbert’s, we are committed to implementing the EYFS assessment framework effectively to support every child’s learning journey. Our approach includes:
- Ongoing Observations: We conduct ongoing observations to capture children’s achievements and inform our planning.
- Parental Involvement: We actively involve parents in the assessment process through regular Focus Child meetings
- 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.