Teaching and Learning in FS2

The Early Years Foundation Stage

The early years foundation stage (EYFS) sets standards for the learning, development and care of your child from birth to 5 years old.

All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.

Areas of learning

Your child will mostly be taught through games and play.

The areas of learning are:

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design


The EYFS is broken down into four age bands, called Development Matters bands: 16-26 months, 22-36 months, 30-50 months and 40-60 months.

For each age band, and each area of learning, there is a series of statements relating to a child’s development: for example, ‘notices simple shapes and patterns in pictures’. Teachers will tick off these developmental statements as they see your child demonstrating them.

Assessment is ongoing throughout the EYFS, but the official EYFS Profile for each child is completed in the final term of Reception. The class teacher will decide if children have achieved the Early Learning Goals for each area of learning at the end of Reception.

At the end of Reception there are three separate achievement levels within the Early Learning Goals:

  • Expected: your child is working at the level expected for his/her age
  • Emerging: your child is working below the expected level
  • Exceeding: your child is working above the expected level

Your child’s teacher will award him one of these levels for each of the seven EYFS areas of learning. On leaving the Foundation Stage at the end of Reception, a child is considered to have a ‘good level of development’ if they have achieved at least the expected level in the Early Learning Goals in all aspects of PSE, Physical development, Communication and language, Literacy and Mathematics.

To find out more about the EYFS click on the link below:



Phonics is the process whereby children begin to learn the sounds of letters or groups of letters to develop reading and writing.

The children in FS2 learn Phonics through the Letterland programme and Letters and Sounds Document. Please access the link below for information of how you can support your child at home.


Other websites that can support the acquisition of Phonics through games at home are:

High Frequency Words

As well as Phonics it is important that children learn a sight vocabulary of words that appear frequently in reading, we call these high frequency words. The children will learn these daily in Phonics and Guided Reading. Children will also have a Rainbow Word Book that they will bring home everyday, this will give them the opportunity to practise the words at home for 5 minutes everyday. Our aim is that children will learn High Frequency Word recognition a year ahead of Age Related Expectations; eg at the end of FS2 children will know all the words expected for Year 1. As chidlren learn the words they will be rewarded with certificates and prizes in class to encourage them. Please click on the document below to see High Frequency Word Progression which details the words children will learn in each year group.



Children will bring their book bags into the classroom everyday and select a book from a basket that has their name on. These books are colour coded according to the level that your child is reading. Children can change their book as often as they like and they can also select as many books as they wish. The books are an opportunity for children to practise their reading at home with you and enjoy sharing a book with their family. Please use the reading record as and when you like to communicate about your children's reading with school. Reading at school consists of small group Guided Reading sessions and whole class Reading Comprehension sessions. Children identified as needing intervention are targetted for Daily Reading. Children are assessed regularly to encouarge them to move up through the colour bands using PM Benchmark and rewarded with certificates and prizes. 

Here is an example of how whole class Reading Comprehension is taught at East Garforth



At East Garforth there a number of approaches we use to make writing fun and give children the skills they need to write to entertain, persuade, inform and discuss; in short, children are learning to write for a purpose.

It's Only Words

Each day the children are taught a new word. This word should be challenging and chosen to improve children's vocabulary.

Talk for Writing

Children learn how to retell and create texts orally using well structured sentences with a high level vocabulary. Children also have fun using actions to remind them of certain aspects of the text language. 

In FS2 children are developing their ability to use phonics to begin to write words and sentences. By the end of FS2 it is expected that children will be able to write a few sentences using phonic knoweldge, capital letters and full stops that can be read by an adult without the help of the child.


Children will be taught to count forwards and backwards within the number system 1 to 20. They will be able to add by counting on and subtract by counting backwards. They should be able to solve simple practical problems involving addition, subtraction, doubling and halving.

What do we mean by mastery?

Integral to mastery of the curriculum is the development of deep rather than superficial conceptual understanding. ‘The research for the review of the National Curriculum showed that it should focus on “fewer things in greater depth”, in secure learning which persists, rather than relentless, over-rapid progression.’ It is inevitable that some pupils will grasp concepts more rapidly than others and will need to be stimulated and challenged to ensure continued progression. However, research indicates that these pupils benefit more from enrichment and deepening of content, rather than acceleration into new content. Acceleration is likely to promote superficial understanding, rather than the true depth and rigour of knowledge that is a foundation for higher mathematics.



Each week children will receive a Talk Task. Research shows that for children to create well structured written sentences they must first be able to articulate these sentences orally. Children will recieve a task that may involve them debating a subject with family members such as; 'Should schools stop playtimes?' Or finding out about a topic such as 'People who help us'.

Reading is a priority our aim is to inspire children to read and love books. Talking about stories that they have read or you have read to them is as important as reading the words.