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It is our aim to give children the best possible start to their school life by embracing each unique child, engaging, empowering, elevating and equipping them with skills and attitudes to be happy, confident, well rounded individuals with a love for learning.    

Our Statement of Intent



We help and encourage children to progress with confidence towards the Early Learning Goals. All children are supported in developing their full potential at their own pace, both indoors and outdoors. Children learn and develop in different ways and at different rates. Our key person system, with high levels of individual input, together with developmentally appropriate play activities, enables us to ensure our curriculum is tailored to meet the needs of each individual child.


There are three Prime Areas within the revised EYFS:-


The statements on this page are taken from the revised Early Years Foundation Stage Guidance (EYFS).


Personal, Social and Emotional Development

Self-confidence and self-awareness: children are confident to try new activities and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas and will choose the resources they need for their chose activities. They say when they do or don’t need help.


Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour and it’s consequences, and know that some behaviour is unacceptable. They work as part of a group or class and understand and follow rules. They adjust their behavior to different situations and take changes to their routine in their stride.


Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and feelings and form positive relationships with adults and other children.


Communication and Language 

Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.


Understanding: children follow instructions involving several ideas or actions. They answer “how” and “why” questions about their experiences and in response to stories or events.


Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


Physical Development

Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.


Health and self-care: children know the importance of good health, of physical exercise and a healthy diet and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.


In addition to the three Prime Areas there are four Specific Areas:-



Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and when they are ready, to use drawn and written symbols for themselves. Our well stocked library and book corner, together with story sharing, give every child the opportunity and encouragement to become familiar with books, able to handle them and aware of their uses, both for reference and as a source of stories and pictures.



By means of adult supported practical experience and thoughtful play equipment, children become familiar with sorting, matching, ordering, sequencing, counting activities and pattern making. As they use their developing understanding to solve practical problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, pattern, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and when they are ready to use simple mathematical operations such as adding and taking away and to explore real-life problems.


Understanding of the world

A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe the features of objects and substances, recognizing differences, patterns and similarities and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and also in the wider community. A range of safe and well maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems.


Expressive Arts and Design

Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual response to experience in two and three dimensions. Art equipment, including paint, glue, crayons and pencils as well as natural and discarded resources, provides for open ended exploration of colour, shape and texture and the development of skills in painting, drawing, collage and model-making. Children join in with and respond to music and stories and there are many opportunities for imaginative role play, both individually and as part of a group.


Stages of Learning and Development within these areas conclude in the Early Learning Goals (ELG’s) which children should reach by the end of reception year at primary school. At The Lodge we follow the guidance and overarching principles which underpin all the Government’s Statutory Requirements and ensure every child is treated as A Unique Child who must have the opportunities to interact in Positive Relationships and in an Enabling Environment.