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The Early Years Foundation Stage at The Albert Pye and Ravensmere Federation of Schools

Across our Federation of schools we are passionate about providing high quality, child centred early years’ education and our children consistently achieve results above National at the end of the Early Years Foundation Stage.


At the Albert Pye Primary School we have a purpose built Nursery, providing places for children in the term following their third birthday. We also have Reception class places for up to 40 children.

At Ravensmere Infant School we provide up to 20 places in the Reception class.


Our Vision for the Early Years Foundation Stage

In the Albert Pye and Ravensmere Federation of Schools we believe that young children are unique individuals who have the right to be motivated, independent and successful learners. We aim to achieve this through play based, active learning, planning rich contexts that connect with children’s interests and supported by highly skilled adults who nurture and facilitate learning.


Our Aims  

  • to maintain our focus on the unique child and create trusting relationships in which learning can take place.
  • to value and nurture children's curiosity, creativity and desire to make sense of the world, giving time for     their thoughts and ideas, and value to their work, their conversations and their feelings.
  • to recognise and value children's capabilities so that they develop confidence, independence and
  • self-esteem.
  • to provide a well planned, motivating and versatile learning environment, which supports children as active learners, provoking their interest and linking indoors with outdoors.
  • to offer children a continuous provision that is relevant and challenging , which motivates and inspires them to plan and initiate their own learning, as well as participate in activities planned by adults.
  • to offer children a wide range of learning experiences which acknowledge the diversity of learning styles
  • to support the children in continuing to the next phase of their education with enthusiasm and confidence.


The Early Years Foundation Stage Framework

The EYFS long term plan is first and foremost the EYFS Statutory framework. The Framework is divided into 3 sections:

1. Characteristics of Effective Learning

2. 3 prime areas of learning

3. 4 specific areas of learning

Characteristics of Effective Learning

The characteristics of effective learning, how we learn, underpins the Early Years Foundation Stage. The ways in which children engage with others and their environment – playing and exploring, active learning and creating and thinking critically – support the children to remain effective and motivated learners.

Playing and exploring, which is about finding out and exploring, playing with what they know and being willing to ‘have a go’.


Active Learning, which is about being involved and concentrating, persevering and enjoying achieving what they set out to do.


Creating and thinking critically, which is about having their own ideas, making links and choosing ways to do things.


To help children understand about how they can develop effective learning behaviours we actively encourage children to use ‘Super Learning Powers’ across the whole school and model how to do this as they play and learn.

These include:

Being independent



Being Creative

Being adventurous


Being Reflective


The framework also describes the seven areas of learning that are divided into Prime and specific areas. These “must be implemented through planned, purposeful play”.


Prime Areas

Personal, Social and Emotional Development, which is about making relationships and getting along with other children and adults, having confidence and self-awareness, and being able to manage their feelings and behaviour.


Communication and Language, which is about developing good listening and attention skills, to have good understanding and also speak and express themselves clearly.


Physical Development, which is about large and small movements in a variety of ways, having good control and co-ordination, handling different tools and equipment well. It also covers health and self-care, looking at ways to keep healthy and safe.


Specific Areas

Literacy, which is about stories, rhymes, books and reading, and also mark making and writing.

Mathematics, which looks at numbers, counting, shape, space and measure.


Understanding the World, which is about people and communities and helps children understand about the world they live in, including ICT.


Expressive Arts and Design, which develops different forms of expression, exploring music, dance and song, encouraging children to be creative in all respects. It also focuses on media and materials, imaginative and pretend play.


Continuous Provision

Our learning environment is organised into areas of continuous provision providing the children with opportunities for child initiated learning both indoors and outdoors. Continuous Provision Plans highlight ongoing learning opportunities with reference to:


  • Resources and enhancements,
  • Ideas for scaffolding/moving children on,
  • What practitioners should observe and assess
  • Examples of Key Vocabulary.


We recognise that young children do not necessarily learn in a linear way and plan to deliver a broad and balanced curriculum that touches on all aspects across the year, based on the observations of children’s play and what their interests are. This appears in the weekly enhancements to the continuous provision, as well as in the adult-led focus and group-time work.


As our planning is child centred, driven by individual interests and next steps, we follow a loosely structured yearly overview plan, the only fixed themes being transitional provision, key seasonal interests and celebrations such as Christmas and Diwali.


Medium Term planning is used to ensure a balance of provision and also respond to children’s interests. Through tracking of progress of individual children and the cohort, areas for development are highlighted and planned for. Opportunities for parents to be involved in their child’s learning are also identified to ensure regular opportunities and a variety of ways to be involved throughout the year.


As part of our provision we identify Core Books for Nursery and Reception classes which are used to support children to build the foundations for literacy, understanding and enjoying stories, books and rhymes, recognising that print carries meaning, and reading a range of familiar words and simple sentences. 


Core Books Nursery 

Core Books Reception

Brown Bear Brown Bear What do You See?         

Mr Gumpy’s Outing

Rosie’s Walk

The Very Hungry Caterpillar

Owl Babies

Dear Zoo

Goldilocks and the 3 Bears

We’re Going On a Bear Hunt

You Choose

Jasper’s Beanstalk

Whatever Next?

Farmer Duck

The Gruffalo


Handa’s Surprise

The 3 Little Pigs

Jack and the Beanstalk                 

Little Red Hen

Where’s Spot?




Role of the Key Person in the Albert Pye and Ravensmere Federation

It is a legal requirement for each child in the EYFS to have a key person. Babies and very young children who receive responsive care and attention from their main carer will develop a good attachment and relationship to that carer. As they grow older this will enable them to form successful relationships with others. 


By the time most children reach Nursery and Reception class age they will have developed a strong attachment to a parent and are able to cope with shared attention from a few adults. With this in mind all the children are designated a key person in Nursery, enabling the children to initially build a trusting relationship with a particular member of the staff team who will help to settle the child, make observations, feed interests and next steps into planning and discuss progress with the class teacher.


All staff in Nursery work very closely together to ensure the children are supported appropriately and make progress throughout their time in Nursery in building relationships with a small number of known adults.   In Reception, the class teacher is the designated key person supported by the teaching assistant who may have a small number of key children who need support in developing good attachment and relationships or who have formed a trusting working relationship with that child.