Reception
| Class Name | Badgers (Nursery 2 year olds) | Hedgehogs (Nursery) | Rabbits (Reception) |
| Teacher | Mrs Hancock | Ms C Cannon | Miss K Thatcher |
| Learning Support Assistant |
Ms Patro Ms Greenway |
Mrs C Hancock Miss G Cave Miss J Knight |
Miss Mitchell
|
EYFS Curriculum at Merstham Primary School
At Merstham Primary School our vision statement A community, growing, learning and achieving together clearly sets out what we wish to achieve as a school community. Embedded in our vision are our values Community – Aiming High, Learning to Learn, and wellbeing.
EYFS Curriculum
At Merstham, we believe that play is the most powerful way children learn. Through play, children explore and develop experiences that help them make sense of the world. They have opportunities to practice skills, develop ideas, and think creatively—both independently and alongside others. Through these experiences, children communicate, investigate, and problem-solve in meaningful ways.
Each area of learning and development is delivered through planned, purposeful play, alongside a blend of adult-led and child-initiated activities. Our staff are attuned to each child’s emerging needs and interests, responding with warm, positive interactions to guide their development.
Our early years provision adheres to the statutory Early Years Foundation Stage (EYFS) framework, which encompasses seven areas of learning and development; While all areas are equally important and interconnected, we place particular emphasis on the three prime areas. These areas are crucial for igniting children’s curiosity, enthusiasm for learning, and capacity to build relationships and thrive.
The prime areas are:
- Communication and language
- Physical development
- Personal, social and emotional development
The prime areas are strengthened and applied through 4 specific areas:
- Literacy
- Mathematics
- Understanding the world
- Expressive arts and design
Partnership with Parents and Carers
At Merstham, we understand that children thrive when there is a strong partnership between staff and parents or carers. We value this collaboration as it plays a crucial role in supporting each child's learning and development.
Parents and carers are kept well-informed about their child's progress through regular updates. Tools such as the progress check and EYFS profile provide a comprehensive view of each child’s knowledge, understanding, and abilities.
Each child is assigned a key person, who ensures that learning and care are tailored to meet their individual needs. The key person works closely with parents or carers to support children’s development at home and, where appropriate, facilitates access to specialist support. In our nursery, each child is allocated a key person, while in Reception, the class teacher assumes this role.
We maintain an ‘Open Door’ policy, encouraging regular communication between parents and teachers. This allows for the sharing of important information and ensures that any concerns are addressed promptly. Parents can also arrange meetings with the class teacher or Early Years Lead to discuss their child’s progress. Additionally, we use the Tapestry app to provide parents with real-time access to their child’s learning journey and share updates through observations and class newsletters.
Formal parent-teacher meetings are held during the Autumn and Spring terms to discuss each child’s progress, with a detailed report provided at the end of the Summer term. Our EYFS staff are committed to building positive relationships with all children, engaging with them thoughtfully and taking the time to listen to their needs.
This collaborative approach ensures that every child receives the support they need to thrive both in school and at home.
Useful Websites:
Reception Baseline Assessment https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1025098/Information_for_parents_reception_baseline_assessment.pdf
What to expect when
https://foundationyears.org.uk/wp-content/uploads/2021/09/What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf
