Our EYFS curriculum meets the requirements set out in the revised Nation

al Curriculum at Foundation Stage.

The curriculum focusses on Early Learning Goals (ELG) and Ages and Stages. During the first term the teacher will make a baseline assessment, to record the skills of each child on entry to school. After this the teacher will use individual and group assessments, in order to develop and implement necessary provisions.

Pedagogy and Environment

At Craven Primary Academy, all practitioners teach skills through offering children the opportunity to play. Practitioners follow the interests of the children and enhance learning provisions in line with this. This provides children with the opportunity, not only acquire enthusiasm for learning, but to enhance their communication and language development. Practitioners intervene and develop the children’s play in line with the ELG.

The unit offers the children a large open space, which meets the needs of the child’s extended play. The children develop all their skills from PSE to maths in this area, through their play. The environment is enhanced based on the needs of the children daily with relevent resources. Our outdoor area is an extension of our indoor classroom. This is important to us, as we offer children the same opportunities to develop their learning. Children are actively encouraged to access the outdoor area throughout the school day.


Phonics is the teaching of letters and early reading. As a school we are passionate about encouraging and enthusing children to both read and learn. We follow the framework of ‘Letters and Sounds’ and initially we teach whole class phonics. The lessons are interactive and excite the children, which supports learning new sounds.


Tapestry is an online, learning journal where practitioners and parents can work collaboratively to highlight the progress, development and personal milestones achieved by children. Practitioners will upload observations of the children at school based on the learning taking place. The observations are then linked to the statements and ages expectations, there are then celebrated with parents too. Parents have the ability to log on to tapestry, view these observations and have a dialogue with practitioners. We feel this important, as it strengthens the communication between school and home. We also encourage parents to upload their own milestones of their children, which can be celebrated in school.


Foundation Stage 2 (formally known as reception) has one classes consisting of a qualified teacher and two qualified teaching assistants.

Foundation Stage 1 (formally known as nursery) has a team consisting of a qualified Nursery Nurse and a Teaching Assistant.

As we are a joint unit where Foundation Stage 1 and Foundation Stage 2 use the same provision, adults will often work with children between both classes. 

All our staff are appropriately trained in the Early Years Education sector and attend ongoing training and CPD to ensure their development and skills meet the needs of children in our care.