Click on the sections below to explore and learn more about the EYFS curriculum at Holy Family:
At Holy Family we have both a Nursery and Reception class.
Teachers
- Nursery: Mrs L Marshall
- Reception: Miss I Adams
Teaching Assistant
- Nursery: Miss L Marsh and Mrs K Juszczak
- Reception: Mrs J Bradley
Availability
For more information about availability of places in our Nursery and Reception classes, please contact the school office here.
As the Early Years Leader, I am thrilled to extend a heartfelt welcome to you and your family. At Holy Family, we are a nurturing, inclusive, and vibrant community where every child’s unique gifts and talents are valued and celebrated.
We are committed to providing a holistic education rooted in the values of faith, love, and respect. Our dedicated and passionate staff work together to create a stimulating and supportive environment where children can flourish academically, socially, and spiritually.
In the Early Years, we understand that the foundations for lifelong learning are built at this stage. Our curriculum is dynamic and engaging, encouraging curiosity, creativity, and a lifelong love of learning. We believe every child deserves the best possible start, and we ensure that our youngest learners feel safe, happy, and valued.
At Holy Family, we take pride in our close-knit community, where parents and carers are important partners in their child’s education. We encourage open communication and active involvement in school life, working together to support each child in reaching their fullest potential.
Thank you for considering Holy Family Catholic Primary School for your child’s educational journey. We are excited to welcome you and look forward to embarking on this wonderful adventure of learning and discovery together.
Holidays
Please inform us in writing of any term-time holidays. Please note that fees will still be payable for Nursery children.
The EYFS School Day
Doors Open at 8.50am
- Nursery 9am-12:00pm (15 hours) FT 9am-3:30pm
- Reception 8:50am – 3:30pm
- Lunchtime Nursery 12:30 – 13:00
- Lunchtime Reception 12:00- 13:00
School Uniform
Children are required to wear school uniform in Reception but it is not compulsory in Nursery. The co-operation of parents is sought in maintaining high standards of dress.
It is of great help if all items of clothing are clearly marked with your child’s name.
Nursery and Reception Uniform
- Yellow polo shirt
- Navy blue round necked sweatshirt or cardigan (Holy Family RC emblem available from Moses, Rochdale)
- Charcoal Grey/ Navy school trousers/skirt/pinafore
- Sensible black shoes (not boots or trainers – no laces or buckles Velcro is best)
- Wellies to be kept in School
- Spare clothes – to be kept on your child’s peg
PE Uniform
Reception – PE kits are to be worn on PE days. White T-shirt, black shorts, blue school jumper – no logos on clothing.
Trainers to be worn (not pumps) as children will be playing outside.
Jewellery
- No earrings are to be worn, this is for the purposes of your child’s health and safety.
Nursery
- Children who attend a full day session in our Nursery will need to bring a packed lunch, clearly marked with their name.
- We are a NUT FREE SCHOOL and have children with severe nut allergies – please do not send in any snacks that contain nuts e.g. Nutella, Snickers, pesto etc.
Reception
- All Reception children are entitled to a free school lunch.
- If your child is having a school dinner, please ensure you inform us if they have any allergies. It would be helpful if they could practise using a knife and fork at home.
- If your child is having a packed lunch, they will need a labelled lunch box, which will be kept in the classroom until lunchtime.
- Your children will be supported by Lunchtime organisers and school staff throughout dinner times.
What Your Child Needs for School
- Wellies – to remain in school- we will play out in all weathers
- Waterproof coat with hood- to be left in school
- A spare set of clothes in case of accidents
- School Reading Folder – can be bought from the School Office
- Sunhat and sun cream in warm/hot weather
- Hats and gloves in cold weather
*Please ensure all items of clothing are labelled with your child’s name
At Holy Family, we adhere to the Early Years Foundation Stage (EYFS) statutory framework and incorporate the principles of Development Matters. These guidelines ensure our youngest learners receive a high-quality, play-based education that fosters their development and prepares them for future learning.
Click on the Following Links for More Information
Assessment in the Early Years Foundation Stage (EYFS)
National Framework
In the Early Years Foundation Stage (EYFS), assessment is a critical component to ensure that children receive the best possible start to their education. Nationally, the assessment framework for EYFS is designed to support children’s development and learning by providing a clear structure for measuring progress and identifying areas where additional support may be needed.
The EYFS Profile
The primary national assessment tool for children in the EYFS is the EYFS Profile. The EYFS Profile is completed in the final term of the year in which the child turns five, typically at the end of the Reception year. This assessment summarises and describes children’s attainment at the end of the EYFS.
Areas of Learning
The EYFS Profile assesses children’s achievements in the following areas:
- Communication and Language
- Listening and Attention
- Understanding
- Speaking
- Physical Development
- Moving and Handling
- Health and Self-Care
- Personal, Social, and Emotional Development
- Self-Confidence and Self-Awareness
- Managing Feelings and Behaviour
- Making Relationships
- Literacy
- Reading
- Writing
- Mathematics
- Numbers
- Shape, Space, and Measures
- Understanding the World
- People and Communities
- The World
- Technology
- Expressive Arts and Design
- Exploring and Using Media and Materials
- Being Imaginative
Early Learning Goals (ELGs)
For each area of learning, there are specific Early Learning Goals (ELGs) which set out the expected level of development that most children should reach by the end of the EYFS. Teachers assess each child against these goals, determining whether they are:
- Emerging: not yet reaching the expected level.
- Expected: meeting the expected level.
The Reception Baseline Assessment (RBA)
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
Key Features of the RBA
- Focus Areas: The RBA focuses on early literacy, communication, and mathematics skills.
- Format: It is a short, interactive assessment carried out one-on-one with a teacher or practitioner.
- Purpose: The RBA is not intended to provide a comprehensive picture of a child’s abilities but to establish a starting point for measuring progress throughout primary school.
- Non-Obtrusive: Designed to be a low-pressure assessment, it fits seamlessly into the child’s normal school day.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
Observational Assessment
A key aspect of EYFS assessment is observational assessment. Our staff observe children as they act and interact in their play, everyday activities, and planned activities, and they use these observations to understand each child’s development and learning needs. Observational assessment is continuous and forms the basis of the formative assessment process.
Formative Assessment
Formative assessment is integral to the EYFS. It involves practitioners using their observations to inform planning and to create a responsive learning environment. This ongoing process helps to tailor the learning experiences to meet the individual needs of each child, supporting their development in all areas of learning.
Summative Assessment
In addition to the formative assessments, the EYFS Profile provides a summative assessment at the end of the Reception year. This summative assessment provides parents, practitioners, and teachers with a well-rounded picture of a child’s knowledge, understanding, and abilities as they prepare to transition into Key Stage 1 (KS1).
Reporting to Parents
Parents are provided with a written summary of their child’s attainment against the ELGs, along with commentary on the characteristics of effective learning. This report helps parents understand how their child is progressing and provides them with insights into how they can support their child’s learning at home.
Implementation in Our School
At our school, we are committed to implementing the EYFS assessment framework effectively to support every child’s learning journey. Our approach includes:
- Regular Observations: We conduct regular observations to capture children’s achievements and inform our planning.
- Parental Involvement: We actively involve parents in the assessment process through regular updates, meetings, and sharing of the EYFS Profile.
- Professional Development: Our staff engage in continuous professional development to ensure they are skilled in conducting accurate and meaningful assessments.
- Inclusive Practices: We tailor our assessment practices to ensure they are inclusive and cater to the diverse needs of all our children.
By adhering to the national EYFS assessment framework, including the RBA, and implementing best practices within our school, we strive to provide a supportive and enriching learning environment that promotes the holistic development of every child.
The Reception Baseline Assessment (RBA)
Starting in the academic year 2021/2022, the Reception Baseline Assessment (RBA) was introduced as a statutory assessment for all children in Reception. This assessment takes place within the first six weeks of children starting school and serves as a baseline to measure the progress children make from the start of Reception to the end of Key Stage 2.
Key Features of the RBA
- Focus Areas: The RBA focuses on early literacy, communication, and mathematics skills.
- Format: It is a short, interactive assessment carried out one-on-one with a teacher or practitioner.
- Purpose: The RBA is not intended to provide a comprehensive picture of a child’s abilities but to establish a starting point for measuring progress throughout primary school.
- Non-Obtrusive: Designed to be a low-pressure assessment, it fits seamlessly into the child’s normal school day.
The results of the RBA are used to create a baseline measure for each child, which will help track their progress across their primary education journey. These results are not shared with parents or used to label or track individual children within the school.
Please encourage your child to become as independent as possible in these last few months before September as this will help the settling in process.
Ways in which to prepare your child:
*Please note, if your child cannot do all of the following, please do not worry, just let us know.
- Going to the toilet, wiping themselves, flushing the toilet and washing/drying their hands independently
- Putting coats on and taking them off – fastening zips and buttons
- Recognising their own name
- Singing Nursery Rhymes
- Rhyming words
- Reading/sharing books and discussing characters/setting/main events
- Cutting skills
- Capital Letters only at start of name
- Encourage your child to walk to into school
- Please talk about school in a positive way
- Practise holding pens/pencils/crayons when mark-making
- Taking turns when playing a game or with toys
- Being able to use language to communicate their needs
Click here to explore Starting Reception, a helpful website for parents and carers preparing their children for the transition into primary school.
