Welcome to Early Years
The goal of early childhood education should be to activate the child's own natural desire to learn.
Maria Montessori
Early Years Vision
At Throston Primary School, our Early Years village is a nurturing and inspiring space where every child feels valued, supported, and empowered to reach their full potential. We believe that the early years are a time of wonder, discovery, and endless possibilities. Our vision is to provide a rich and stimulating environment that ignites a love for learning, fosters curiosity, and builds strong foundations for future success.
We are committed to creating a warm, inclusive, and safe setting where children, whatever their starting point, develop confidence, resilience, and a sense of belonging. Through purposeful play, meaningful experiences, and high-quality teaching, we strive to cultivate a lifelong passion for learning.
Our goal is for every child to leave Throston Early Years setting and continue their Throston journey with a strong sense of self, the ability to form positive relationships, and the skills to embrace challenges with enthusiasm and determination. Together, with our Throston families and our wider school community, we aim to inspire children to dream, achieve, and thrive.
Curriculum
'The Statutory framework for the Early Years Foundation Stage' provides us with four guiding principles that shape practice and planning in Throston Early Years.
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Developing
The characteristics of effective learning and the prime and specific areas of learning are all interconnected and move through all areas of learning and in all phases of the Early Years Foundation Stage.
The characteristics of learning are:
- Critical thinking
- Playing and exploring
- Active learning
Through child initiated and adult supported play our children explore and develop learning experiences, which help them make sense of the world. The seven areas of learning and development are detailed below and form the basis of our curriculum.
Children practise and build up ideas, and learn how to control themselves and understand the need for our Throston Shcool rules (Safe, Kind, Ready) through guidance and encouragement. They have the opportunity to think creatively alongside other children as well as on their own. With support they communicate with others as they investigate and solve problems.
Assessment
Assessment in Early Years at Thoston is an ongoing process whereby we have regular dialogue between practitioners about each child’s learning and development, to support a successful Early Years journey and smooth transition to Key Stage 1. These regular observations help us recognise children’s progress, understand their needs, and to plan activities and support.
On entry to Nursery, a baseline assessment is completed followed by ongoing assessment through informal observations and planned group tasks. Tapestry is used to inform parents of wow moments in which their child has achieved. An end of year report is written for Nursery children, commenting on each area of learning and development.
The Reception Baseline assessment (RBA) is taken in the first six weeks in which children start reception. Ongoing assessment is completed throughout the year, with some wow moments recorded on Tapestry.
In the final term of the year, the EYFS Profile is completed for all children. This profile provides parents with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels and their readiness for year 1. Parents also receive an annual report at the end of the reception year that offers brief comments on each child’s progress in each area of learning, highlights the child’s strengths and development needs and gives details of general progress.
Contact details
Early Years Lead
Mrs A Davies
adavies@throstonschool.org.uk
