Early Years at DNA

At Djanogly Northgate Academy, our Early Years Foundation Stage (EYFS) is where children begin their journey as confident, curious, and capable learners. We believe the early years are the foundation of all future learning, and we are committed to providing an ambitious, nurturing, and inspiring start to school life.

Our EYFS curriculum is shaped by our school values:

Discover – We encourage children to explore the world around them through hands-on experiences and meaningful play.
Nurture – We create a safe, inclusive space where every child is valued and supported to thrive.
Aspire – We hold high expectations for every learner and provide the challenge and encouragement needed to help them reach their full potential.

 

Intent

Our Early Years provision is underpinned by a clear vision: to give every child the best possible start in life. We build strong relationships, celebrate individuality, and carefully plan experiences that develop the whole child—socially, emotionally, physically, and academically.

We aim for every child to:

• Feel safe, valued, and a part of our school community.
• Develop self-regulation, independence, and a love of learning.
• Be confident communicators with a rich and growing vocabulary.
• Leave EYFS well-prepared for the next stage of their learning journey.

Our curriculum is progressive, language-rich, and tailored to meet the needs, interests, and starting points of our pupils. We promote equality and representation through a carefully chosen selection of books, themes, and experiences that reflect the diversity of our school and the world around us.

 

Implementation

High Quality Provision and Practice

We follow the DfE's Development Matters and implement the seven key features of effective practice to deliver our curriculum. Our provision is designed around the needs of our children and shaped by formative and summative assessment.

• Curriculum Design: Our bespoke EYFS curriculum is structured to build knowledge and skills over time. Planning is responsive, adaptive, and shaped by ongoing assessment and observation.
• Environment: Our indoor and outdoor learning spaces are safe, engaging, and language-rich. Children are explicitly taught how to access and use each area, promoting independence and ownership of their learning environment.
• Pedagogy: We use a consistent approach of Teach – Practice – Apply, with clear objectives and high expectations. Adults model and scaffold learning, enabling children to consolidate and extend their understanding.
• Language Development: Interactions are at the heart of our teaching. Staff model ambitious vocabulary, support oracy development, and build communication confidence through stories, rhymes, songs, and conversation.
• Play-Based Learning: Through continuous provision and adult-guided learning, children explore, practise, and refine key skills and knowledge in meaningful contexts.

 

Reading in Early Years

Reading is at the heart of everything we do. From the very beginning, we immerse our children in stories, songs, and rhymes to develop a deep love of reading.

• Phonics: We follow the Little Wandle Letters and Sounds Revised programme with fidelity in both Nursery and Reception.
• Story Time: Every day, children enjoy multiple story sessions. Books are chosen for their quality, relevance, and representation, supporting vocabulary and comprehension development.
• Reading for Pleasure: Every child takes home a phonics book and a ‘read for pleasure’ book. Book areas are rich, inviting, and linked to themes and interests.
• Text Selection: Our story spine includes diverse characters, cultures, and family structures. Carefully selected books such as Astro Girl, The Big Book of Families, and We’re All Wonders help children see themselves in stories and understand others.

 

SEND and Inclusion

We believe that every child can succeed. Children with SEND are identified early, and support is carefully tailored:

• Individual Learning Plans (ILPs) are developed collaboratively with families.
• Interventions are targeted and evidence-based, including sensory circuits and communication support.
• The learning environment is inclusive and communication-friendly, with visual aids and structured routines.

 

Assessment and Progress

We use a range of assessments to ensure every child makes strong progress from their starting point:

• Reception Baseline Assessment and internal entry assessments.
• Ongoing observations and daily assessments shape our teaching.
• Termly data checkpoints and pupil progress meetings inform planning.
• EYFSP assessments are submitted in the summer term with robust moderation.

 

Working with Families

We recognise that parents and carers are a child’s first and most important educators. We build strong partnerships from day one.

• Daily conversations at drop-off and pick-up.
• Dojo Learning Logs to share achievements and home learning.
• Regular newsletters and updates.
• Parent meetings (e.g. Magic Star Meetings) and workshops.
• Family reading events, story sessions, and stay-and-play mornings.

 

Impact

By the end of Reception, we expect children to:

• Meet or exceed the Early Learning Goals.
• Be confident, curious learners who feel excited about their next step into Key Stage 1.
• Have strong foundational skills in communication, reading, and number.
• Understand and demonstrate our school values of Discover, Nurture, Aspire.
• Love learning—and know they belong.

Through our ambitious, inclusive and carefully structured Early Years offer, we ensure that every child starts their education with the support, care, and inspiration they need to thrive.