Drighlington Primary School

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Drighlington Primary School, Moorland Road, Drighlington, Bradford, West Yorkshire, BD11 1JY


0113 2853000

Drighlington Primary School

Nurturing, supporting, believing, achieving!

Early Years 

Click here for Welcome Letter

Curriculum Plans

Click here for our planning strategy overview

Click here for EYFS Long Term Map Year A

Click here for Nursery Skills and Progression Map 2021-22

Click here for Reception Skills and Progression Map 2021-22

Our vision for Early Years:

In our Early Years we aim to build positive relationships with families. We offer a welcoming, safe and happy environment. Children thrive through child-led play, developing skills and knowledge to support their learning journeys. Our classrooms inspire imagination, language development and creativity with challenge to promote independence and resilience. In partnership with families, we prepare nurture and support children to achieve the readiness they need for the next steps in their school lives.

How do we achieve this?

The Early Years at Drighlington Primary School are fun, exciting and full of special moments. Children learn to be resilient, thoughtful learners that challenge themselves, problem solve, negotiate and communicate with one another. An engaging, safe and positive environment allows children to thrive academically, personally and socially. Relationships with each other are of the upmost importance and children learn to share experiences positively and confidently ensuring strong and healthy bonds throughout their time at Drighlington Primary School.

Our school culture of high expectations for learning and behaviour is introduced in Nursery and continues through to Year 6 with all children forming part of a successful, hard working school community. Children are inspired and motivated to learn more about themselves and the world around them in a caring, engaging and supportive environment. We provide a carefully planned, structured and monitored, child-initiated and adult-led curriculum that enables each child to develop maximum levels of self-confidence, self-motivation, and resilience whilst learning positively, happily and collaboratively with others. We use national documents as the basis of our planning:

Development Matters

Birth to 5 Matters

Statutory Framework for EYFS

Seven Features of Effective Practice

Aims of EYFS learning at Drighlington Primary School

  • Early Years children at Drighlington engage in a stimulating curriculum that ensures that all seven areas of the Early Years Foundation Stage (EYFS) learning and development are addressed with the understanding that securing the essential skills of reading, writing and mathematics enables successful learning across all other subjects;
  • We recognise that the teaching of reading, including phonics, is central to Early Years at Drighlington;
  • Carefully planned areas of provision allows children to explore and investigate both new and familiar topics with enhancements included to develop basic skills e.g. phonics, writing and number. Adults skilfully play alongside children ensuring progress through higher level questioning and support;
  • A wide variety of teaching approaches are used to support, encourage and challenge children in their learning. Learning projects guide children’s learning but do not dominate. Child led play can lead to a completely new adventure!
  • As children progress through Early Years, they are gradually exposed to more formal teaching and learning through guided group work in preparation for moving into year 1.
  • Partnership with families is an essential aspect of our provision and we value their feedback and support and do all that we can to give guidance for home learning, through play.
What can families do at home?
50 fantastic things for you and your child to experience together.
50 Things To Do Before You’re Five gives you 50 activities that parents and carers can support their children to try out and repeat. Each of the 50 Things have been carefully developed by education experts and early years practitioners following consultation with parents, and we’ve made sure that children with special education needs are included and that each of the 50 Things means something across our culturally diverse communities.

50 things to do before you are 5


We have a rigorous approach to teaching and acquisition of phonics with daily lessons, using Read, Write, Inc approaches. We use the Read, Writ, Inc phonics scheme. Phonics activities are also woven into the indoor and outdoor provision in a practical, engaging and stimulating way. We use the Oxford Owl reading scheme primarily, and extend this with a range of other schemes and books to  range of reading schemes to promote reading diversity and sustain children's interests.

Read, Write, Inc Phonics Guide for Parents

Oxford Owl guide for Parents

Is Your Child Struggling to Read?

We love reading at Drighlington Primary School! As well as daily opportunities to read through our phonics sessions children have access to a wide range of engaging and exciting books throughout the provision. Children start their reading journey on wordless picture books before moving onto phonically decodable books, in which children are able to successfully and accurately apply their phonics learning to segment, blend and read a variety of texts.  

Mark making and writing are essential skills that are fun and exciting. Children see writing as an independent skill purposeful to their learning. Writing is all around and not just confined to the writing area. Cursive script is taught from the outset. Whilst learning to write, resources are suitable for the child’s stage of development and they are taught correct pencil grip and how to sit at a table.

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Developing Literacy Through Floor Books

We use floor books to teach all areas of the EYFS curriculum in an exciting and interactive way. They encompass all areas of learning and are particularly useful for developing personal and social skills through group work. The children always look forward to completing their floor book tasks and they take great pride in their book. The floor books are also a planning tool and a way of recording children’s learning and development across a particular topic. The starting point is always a combination of what we know about children’s interests, with a focus on ongoing assessment and promoting pathways to children’s development. The floor books also provide an evidence base of milestones in achievement which teachers can use to evaluate summative levels.

Floor book principles - our star ideas July 2021.docx


There is a constant focus on mathematics in Early Years at Drighlington Primary School. White Rose maths hub resources, daily counting and number songs all support the adult led sessions which are then extended through areas of provision, both indoors and outdoors, providing mathematics based problem solving play activities daily.   

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As with reading and writing, mathematics is everywhere in the Early Years classrooms. In addition to focused teaching sessions, children enjoy learning through real life experiences, be it using a phone in the role-play, building with blocks so they do not fall down, pouring a drink that does not spill or playing shops - the mathematical brain is always working.  We provide many opportunities to promote mathematical learning including singing number rhymes and songs, recognising, matching and sequencing numbers, learning and using mathematical language, recognising and using 2D and 3D shapes in the environment, showing an awareness of patterns, time, measure and money and solving problems.

Maths Guide for Parents and Carers

Understanding of the World

Understanding the world around us creates exciting, new learning experiences.  Children show fascination when investigating uncharted topics. We foster an ethos of curiosity and challenge amongst the children. Children’s knowledge grows the more they experience. We provide experiences linked to the world, people and technology. We know that children thrive on new experiences and are most enthusiastic when they find activities that engage and enthuse them.

For ideas about how to keep young children busy, try Hungry Little Minds

Hungry little minds

Personal social and emotional development

Children develop a positive sense of themselves and others. They are supported to form positive relationships and have respect for others. They develop their social skills and learn how to manage their feelings appropriately in different contexts. We also develop a Growth Mindset from an early age with children in Early Years developing a "can do" attitude and a positive approach to challenges. 

Children are supported to become independent, caring and resilient individuals. This begins with being able to look after themselves and their belongings. We actively encourage our children to place high regard on responsibility and safety for themselves and others. The children have the opportunity to find out about how to keep their bodies safe and healthy, by supporting them to understand the importance of physical activity, and to make healthy choices in relation to food.


Physical development

Activities are planned to provide opportunities for children to be active as well as develop their co-ordination, control and movement. These activities include daily access to the outdoor play environment, focused fine motor opportunities and PE sessions. These all help support the development of both fine and gross motor skills.

Fine motor skills are involved in smaller movements that occur in the wrists, hands and fingers. It is important that children have the opportunities to strength these areas of the body in preparation for writing and forming letters. In the Early Years at Drighlington we provide a range of different activities to support this development:

  • Cutting and using scissors
  • Using tweezers
  • Threading
  • Use of malleable materials such as play dough
  • Puzzles and jigsaws
  • Drawing with pens, pencils and crayons
  • Painting with various sized painted brushes
  • Model making

Making their mark - children's early writing.pdf


Gross motor skills are involved in movement and coordination of the arms, legs, and other large body parts and movements. For children to develop larger movements and have the ability to walk, run, hop, skip, slide, catch, jump and kick they must practise these movements regularly. Activities to strength these movements include:

  • Using the climbing frame
  • Crawling through things
  • Balancing
  • Climbing
  • Running, skipping and jumping         

Communication and language development

Language development is based around three aspects: listening and attention, understanding and speaking. Children have opportunities to experience a rich language environment, to develop their confidence and skills in expressing themselves and to speak and listen in a range of situations. The adult’s role is to model language, hold conversations with the children and ask stimulating questions to foster such development. The ability to communicate effectively is a key skill and the better a child is at it, the better their future prospects will be. 

To build early confidence, we engage children in repetitive nursery rhyme, then story telling. Nursery rhymes are important for language acquisition and help with speech development. They help children develop auditory skills such as discriminating between sounds and developing the ear for the music of words.

Nursery Rhyme Booklet

Expressive arts and design

Expressive arts and design supports children to use different materials and media to express themselves through art, design, drama, music, movement and dance. Children have access to range of different musical instruments. They experience with sound and movement, listening to and making their own compositions.

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We believe that every child should have the opportunity to fulfil their potential. Inclusion is at the very heart of our curriculum. Activities are carefully planned and resourced with this in mind ensuring access to all. Children are closely monitored to ensure that no child is knowingly left behind. We run daily interventions to prevent children from falling behind. Children identified with special educational needs embrace our language rich curriculum. Support plans and packages are carefully and collaboratively planned with parents and carers and reviewed regularly.

Parent/Carer partnership

Partnerships with parents and carers is an important part of education at Drighlington Primary School.  Working closely with parents enables practitioners to ensure parents feel confident that their child is safe, well looked and is receiving a high quality education during their school hours.  There is an on- line learning journey called Tapestry, that allows practitioners and parents to communicate with each other on a regular basis. Parents are able to share home experiences by uploading pictures and sharing activities. It is a privilege to be able to see the children and their experiences out of school. In addition to Tapestry, there are plenty more experiences to further strengthen partnerships.

Parent and Carer guide to Tapestry

The EYFS Learning Journal 

Tapestry Parent Registration Form


  • Parents evenings to update on progress
  • Inviting parents into school to share in their child's learning
  • Information sessions about aspects of the children’s learning
  • Reading diaries are sent home daily where both parents and practitioners can record listening to children reading

We are proud of our partnership with parents and encourage families to any concerns as they arise so that we can deal with them quickly and effectively.