Hinstock Primary School

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Early Years


At Hinstock Primary School we want our children to be happy, confident active and independent learners, we do this by having a curriculum that is based on learning through play and hands on experience.

Both our Nursery and Reception classrooms are set up with different areas of learning, for example areas for sand play, water play, and role play, a writing area, a maths area, a making area, a small world area (e.g. fire station, farm, dinosaurs etc.), a creative area and a book corner.

The learning areas are set out to help the children to become independent learners. We make sure that there is a balance throughout the day of independent activities, when the children can choose which area they would like to learn in, and focused activities, when the children will be working with a teacher or a teaching assistant on a particular activity.

Children have the opportunity to take part in outdoor learning every day.  The outdoor area is set up in a similar way to the classroom with lots of opportunities for the children to independently choose where they would like to learn and also focused activities where the children will be working with a teacher or teaching assistant.  

We deliver the Early Years curriculum through topics that interest the children, e.g. Heroes, Dinosaurs, Minibeasts all inspired by high quality texts.  Each new topic is planned by the teachers and teaching assistants, taking into account what the children already know and what their interests are. 

Why do we teach what we teach?

At Hinstock Primary School, the EYFS curriculum is designed for each and every child to SHINE (Succeed, be Happy, be Independent, be Nurtured, be Empowered)

It is our intent that all children develop physically, verbally, cognitively and emotionally in a stimulating environment that provides exciting opportunities, promotes challenge, exploration, adventure and a real love of learning.

We have high expectations for our children and aim for them to be confident independent learners, to believe in themselves and interact positively with others.
We understand that play is an integral part of learning and this is at the heart of our early year’s curriculum. We believe that the correct mix of adult directed and uninterrupted child initiated play ensures the best outcomes for pupils.
Warm, positive relationships between staff and children, consistent routines and strong relationships with parents are key.
We recognise the crucial role that early year’s education has to play in providing firm foundations upon which the rest of a child’s education is successfully based and understand our role in preparing children for their next stage of learning and for the world around them.

How do we teach what we teach?

Here at Hinstock Primary School we follow the EYFS curriculum and ensure that the learning opportunities and experiences we provide are clearly linked to both the Prime (Personal, Social and Emotional Development, Communication and Language and Physical Development) and Specific (Literacy, Mathematics, Understanding the World and Expressive Arts) areas of learning. We begin each year by looking at the individual needs and interests of our children and their different starting points to enable us to plan a range of broad and balanced learning experiences that excite the children and engage them in their learning.

We place huge importance on the development of children’s communication and language which includes explicit teaching and development of vocabulary. We ensure a regular cycle of learning related to core books, rhymes and songs, we support children in being able to communicate their thoughts and ideas and explore the meaning of new words. Staff use their knowledge of the Characteristics of Effective Learning to ensure that they plan appropriate activities and organise the provision in a way that demonstrates a clear understanding of the way in which our children are motivated to learn.

We know that all children are unique, with their own individual interests and it is for this reason that we believe a balance of child and teacher led activities is vital in order for our children to become fully engaged and excited by their learning. We feel that effective provision both indoors and out is based on a clear understanding of what we want our children to learn and how we plan to achieve this. We want our children to be independent in accessing quality play-based experiences that encourage curiosity and inspire them to notice, question and wonder, these include experiences of the seasons and forest school activities.

Effective interactions between staff and children and regular home/school communication ensures that our curriculum planning and provision is flexible and continuously adapted to meet the needs of all learners and to reflect children’s needs and interests as they continue to develop and grow. We ensure that parents are kept up to date with their children’s development and progress and are fully aware of how they can continue to support their children’s learning outside of school. We also use Class Dojo learning platform to share children’s achievements between home and school.

How do we know what pupils have learnt and how well they have learnt it?

From their own starting points, children will make excellent progress academically and socially, developing a sense of themselves so that they are well prepared for the transition into Key Stage 1. Children will demonstrate high levels of engagement in activities, developing their speaking and listening skills, enabling them to access more areas of the learning and communicate to both adults and children. Children will develop skills across all areas of the curriculum including Literacy, Mathematics and Physical Development using these in different ways. Children will have developed a wider sense of the world around them and can draw on these experiences during interactions with others and link this to new learning. Children will have developed their Characteristics of Learning and be able to apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children will be confident to take risks and discuss their successes and failures with adults drawing on their experiences to improve or adjust what they are doing. Children will be successful learners and fully prepared for the next stage of their education as they transition from Foundation Stage to Year One and then into the wider world. We will also aim to help children to make sense of the world around them, to develop tolerance, compassion and an understanding of their rights and the rights of others in an ever evolving world. Children at the end of Foundation stage will have developed essential knowledge and skills required for everyday life and lifelong learning. Children at Hinstock Primary will be well rounded, happy, inquisitive and successful learners who always SHINE.


Phonics   Picture

Phonics is a key priority at our school.

It is key for children to learn how to read, to unlock knowledge and for future learning.

We have implemented 'Bug Club Phonics' - a fully-approved systematic, synthetic phonics programme - to structure and sequence the teaching of phonics - with a consistent weekly approach to deliver this effectively.

Children in Reception and Year 1 receive daily phonics sessions.

Pupils will also be given a 'Bug Club Phoncs' book - a fully phonetically decodable reading book - to develop their reading ability and fluency, focusing on sounds taught in their phonics sessions.

Pupils will also have the opportunity to read a variety of books to share with adults in school and at home to read for pleasure, build vocabulary and help develop a love of reading from an early age.
Phonics Guidance 
 Nursery LTP 2022/23
Reception LTP 2022/23
At Hinstock Primary School School we use progression maps for each of the areas of learning to make sure children are learning the correct skills and knowledge at the correct time, in order to excel in every subject. Please see below

 Communication and language skills 

 Expressive arts and design  

Personal, social and emotional  
Understanding the world