• Stories Alive!
    Stories Alive!
  • Sensory Garden
    Sensory Garden
  • ICT Development
    ICT Development
  • Sensory Garden
    Sensory Garden
  • Squirrel Room
    Squirrel Room
  • Sensory Garden
    Sensory Garden
  • Sensory Garden
    Sensory Garden
  • Sensory Garden
    Sensory Garden
  • Squirrel Room
    Squirrel Room
  • Stories Alive!
    Stories Alive!
  • Stories Alive!
    Stories Alive!
  • Stories Alive!
    Stories Alive!
  • Stories Alive!
    Stories Alive!
  • Reading
    Reading
  • Rockwood Building
    Rockwood Building
  • Sensory Garden
    Sensory Garden
  • Squirrel Room
    Squirrel Room
  • Stories Alive!
    Stories Alive!
  • Sensory Garden
    Sensory Garden
  • Snail Fun
    Snail Fun

The Early Years Foundation Stage (EYFS) forms the basis for the learning within our nursery school and we believe it has the greatest importance as a foundation for future learning. During these early years children acquire knowledge and understanding, develop attitudes and learn social and personal skills. We aim to make the years the children spend at Rockwood challenging, fulfilling and happy so that, by the time they move onto the next stage, they will be competent, confident learners who take pleasure and pride in their achievements.


The curriculum is formed from the basic terms of Continuous Provision, with planned activities which are based heavily on the children’s personal, social and emotional development which underpins all curriculum areas, as well as regular additional opportunities to support the children’s access to the wider world and community.

There are four guiding principles which underpin the EYFS. We ensure these are met through our environment and curriculum to provide the very best for every child.

These are:

  • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
  • Children learn to be strong and independent through positive relationships;
  • Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and
  • Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

The Early Years Foundation Stage provides a framework for ensuring standards which will enable children to learn and develop well while being kept healthy and safe.

"It promotes teaching and learning to ensure children's 'school readiness' and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life." (Statutory Framework p.2)

Within the EYFS, there are three PRIME areas:

Personal, Social and Emotional Development - helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities

Communication and Language Development - giving children 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

Physical Development - providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement; children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food

And there are four SPECIFIC areas:

Literacy - encouraging children to link sounds and letters and begin to read and write; children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest

Mathematics - providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures

Understanding the World - guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment

Expressive Arts and Design - enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology

There is more information within the policy and document section on the website on each of the curriculum areas and how this is delivered at Rockwood.

Supporting your Child’s Development

All children on entry have a baseline assessment completed within the first few weeks of starting nursery. This process begins with information from yourselves as parents/carers in the format of a Pen Portrait of your child. This is written reflecting your parental views, based on what we discuss with you and see ourselves on the home visit. We also use any additional information you may write in your child’s ‘All About Me’ booklet that is sent out to all parents prior to the home visit, telling us all about your child.

Children who may already have an Education Health Care Plan or recognised additional needs may already have a Lancashire ‘All About Me Profile’ that has been written prior to starting nursery and this would be referred to prior to your child starting at Rockwood and updated with input from yourself and your child as their time with us goes on. If not, this can be completed once your child starts nursery.

All children’s assessments are reviewed termly following The Early Years Foundation Stage: DfE Development Matters and the Early Years Outcomes

Target Setting - PLOD (Possible Line of Development) and

TLP’s - Teaching and Learning Programmes

All children will have a PLOD drawn up by the teaching staff in the nursery, based on these assessments, setting targets for the children to strive towards over the next few months. The PLODs are evaluated regularly and updated at least termly. Any children working significantly above or below age expected levels based on these assessment outcomes will be placed on the Nursery SEND register, following parental permission and will receive additional intervention work based around their additional needs.

Additional Targeted Learning Plans (TLP’s) for the children placed on the SEND register are written either as a group Provision map plan or as individual Target Plan to break down these national targets further, to ensure all children achieve their full potential at Rockwood Nursery School. These interventions may be carried out internally by the experienced staff within the nursery or externally by relevant professionals e.g. Speech and Language therapists, occupational therapists etc. This is reflected in our inclusion policy which can be found on our website.

The Nursery School complies with the SEND Code of Practice (Special Educational Needs and Disabilities). Assessment will be made in accordance with the Code, and an Individual Education/Play Plan (IEP) will be formulated for children to ensure their needs are met, monitored and reviewed.  If a child’s needs are more severe, the Nursery may work with the parents/carers to involve other agencies in order to more appropriately meet the needs of the child and family.  This might also involve applying for a statement of special educational needs.

The EYFS endorses an ethos of learning through play. The children are guided to meet the learning outcomes at their individual rate, at a speed that reflects their stage of development and opportunities they have had.  Planning is seen as vital to ensure the children have opportunities to try out new skills and to explore objects, sometimes for the first time.

Rockwood Nursery School has extensive grounds surrounding the building with hard and soft surfaces and garden areas. All areas of learning are available out doors on a larger scale. The children are dressed in waterproof, fleece-lined suits in the winter months when they play outdoors so that they can jump in puddles and get muddy.

Partnership with parents is a vital component of the EYFS and one that we support and advocate. Children benefit from a supportive and a positive approach to play and learning. Rockwood Nursery offers children an excellent foundation onto which future learning can be built.  The Nursery operates an ‘open door policy’ to be available to families to discuss any issues or concerns.  This may necessitate an arranged appointment in order to fit around staffing and curriculum needs of the Nursery.

Monitoring and Review

The Nursery Senior Management Team is responsible for the day to day organisation of the curriculum, ensuring that staff are fully trained in curriculum areas.  The curriculum is monitored by the Standards and Effectiveness Committee of the governing body, which regularly reports to the Full Governing Body.  It takes advice and undertakes additional special programmes with support from Lancashire County Council.

The children’s individual file provides evidence of the child’s learning which is monitored and used to provide a record of their learning and development at Nursery.  The file is maintained by their Keyperson and shared regularly with parents/carers.  Families are encouraged to be involved with their child’s learning at all stages and to speak with the Keyperson or Senior Staff to support this involvement.

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