Early Years Foundation Stage

EYFS will concentrate on the seven areas of learning and development that shape the educational provision in the early years setting. All these areas of learning are important and interconnected.

The Three Prime areas:

• Communication and Language
• Physical Development
• Personal, Social and Emotional Development.

The Specific areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive Arts and Design

At Overstone Gate Primary School, we believe these seven areas are equally important in order to promote the development of the ‘whole child’. We value all areas of learning and development equally and understand that they are often linked. We will deliver all the areas through a child-initiated curriculum where learners are encouraged to challenge themselves through self-selecting tasks. A learner’s individual needs, interests and stage of development will shape planning. Learners will be taught phonics and maths through structured carpet sessions along with any area of particular interest. Learners will develop their skills and knowledge during ‘Busy Learning’ through skilful intervention from the EYFS practitioners.

We teach phonics using the Twinkl scheme.

Our reading scheme in EYFS is ‘Rhino Readers’ to complement the Twinkl Phonics.

If you would like more information regarding our EYFS curriculum, please contact Kayleigh Smith at K.Smith@woottonparkschool.org.uk.

• EYFS Policy 2025 2026
• EYFS Curriculum

Schools Accessibility Plan:

Overstone Gate School is committed to:

• developing access to the school, curriculum and enrichment opportunities for all learners.reflecting the views, wishes and aspirations of parents and learners and promoting a culture of high expectations and aspirations for all

• reflecting an understanding of other legislation that provides protection to learners, such as that on race, human rights and health and safety
• following the principles of the Equality Act 2010 and the SEND Code of Practice 2015 to implement all reasonable adjustments to enable learners with disabilities to access the same learning and enrichment opportunities as those who are non-disabled
• supporting a problem-solving approach and a commitment to the effective and sustainable use of resources
•  using information from audit and other data collection approaches validated by research
• embedding accessibility within the school improvement process
• making explicit links with the work of other agencies and seeking advice from specialists as appropriate to meet learner needs
• developing a clear evaluation strategy to monitor progress
• Accessibility Plan 25-26

RSE:

The Trust believes that in order to create a happy and successful adult life, children need to have the self-confidence to make informed decisions about their wellbeing, health and relationships.

Relationships and Sex Education (RSE) is about giving children the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships. Health Education is giving learners information to make well-informed, positive choices about their own health and wellbeing.

The Trust recognises that physical health and mental wellbeing are interlinked, and it is important that learners understand that good physical health contributes to good mental wellbeing, and vice versa.

The Trust has a responsibility under the Equality Act 2010 to ensure the best for all learners at its academy irrespective of disability, educational needs, race, nationality, ethnic or national origin, sex, gender identity, pregnancy, maternity, religion or sexual orientation. As a result, RSE will be sensitive to the different needs of individual learners and may need to adapt and change over time to reflect the needs of the particular cohort. The Trust may also take positive action, where it can be shown that it is proportionate, to deal with particular disadvantages affecting one group because of a protected characteristic.

The Trust is aware of the need to be mindful of and respectful to a wide variety of faith and cultural beliefs at the academy, and will make every attempt to be appropriately sensitive; equally it is essential that children still have access to the learning they need to stay safe, healthy and understand their rights as individuals. The Trust believes that its learners deserve the right to honest, clear, impartial scientific and factual information to help better form their own beliefs and values, free from bias, judgement or subjective personal beliefs of those who teach them.

The Trust hopes that parents will feel comfortable with, and understand the importance of, the education provided to their children as described in this policy.

Parents have the right to withdraw their child from sex education and should state this in writing and send it to the Headteacher.

Before withdrawing or making a request, the Trust strongly urges parents to carefully consider their decision as sex education is a vital part of the school curriculum and supports child development. Parents cannot withdraw their child from Relationships or Health Education or the elements on human growth and reproduction which fall under the science curriculum.

RSE Policy (Primary) 2025-26