At Wolfson Hillel Primary School, we are unwavering in our commitment to delivering an ambitious, inclusive and highly responsive Early Years provision where every child flourishes. Our nurturing, child-centred environment is underpinned by skilfully planned, play-based learning that is purposeful, language-rich and rooted in secure pedagogical practice.
We place communication and language at the heart of our curriculum, with a relentless focus on developing oracy, vocabulary and high-quality interactions. Through sustained shared thinking and skilled adult guidance, children become confident communicators, critical thinkers and active learners. Personal, social, and emotional development is prioritised to ensure pupils develop resilience, independence, empathy and a strong sense of self.
Our carefully sequenced and knowledge-rich curriculum is designed to build deep understanding and strong foundational skills across all areas of learning. It is enriched through meaningful first-hand experiences, high-quality texts and continuous provision that promotes curiosity, creativity, and problem-solving. We maintain high expectations for all learners, ensuring that every child: including those with additional needs, makes excellent progress from their starting points.
Partnerships with parents and carers are central to our success. We work collaboratively to support each child’s development, ensuring consistency, shared understanding, and strong engagement in learning.
Rooted in our proud Jewish ethos, children develop a deep sense of identity, belonging and respect through daily practice, values and celebration. By the end of Reception, pupils demonstrate the knowledge, skills and attitudes required for sustained success: they are articulate, independent and motivated learners who are well prepared for Key Stage 1 and beyond.
In EYFS, the focus is on establishing strong foundational skills across all 7 areas of the curriculum.
This includes the development of:
In Nursery, the children take part in short daily carpet sessions which include: Foundation in Phonics (Little Wandle), maths and topic and PSHE circle times.
In Reception, the children are taught a daily Little Wandle phonics lesson, which incorporates reading and writing. The children are split into 3 groups across the year group. They are also explicitly taught maths 4 times a week and 3 kinetic letters handwriting sessions a week too. They are also taught explicit topic lessons through ‘Understanding the World’ based on specific learning intentions from subject progression grids.
The children in both nursery and reception are able to access all areas of the curriculum throughout the day through a play based and child centred classroom environment (following the Point in Time curriculum developed from Development Matters). The children are able to consolidate and practise this key learning through play-based learning in a rich learning environment.
All subject leads at Wolfson Hillel have designed their curriculums with EYFS in mind. Subject progression grids have been carefully constructed to ensure progression is clear from nursery to year 6, starting with the EYFS curriculum.
All children in EYFS are expected to think hard during carpet sessions through classroom strategies such as:
During continuous provision, planned activities and play based learning provide sufficient practice and challenge so every child develops their understanding and key knowledge/skills across all 7 areas of the curriculum with confidence.
Through teacher knowledge and regular assessment, children are able to be flagged with any gaps in their learning and any misconceptions addressed. Any gaps identified will either be supported by a daily ‘keep up’ session, targeted 1.1 support by a staff member or joining a targeted intervention group.
Pupils in EYFS have access to a variety to intervention groups: LASSEY (communication & Language), Tiger Cubs (gross motor), fine motor support and social skills group. As well as phonics, handwriting and maths interventions. These interventions are fluid and regularly assessed.
