OUR CURRICULUM
Intent
It is extremely important to us that the pupils at The Avenue are happy and are placed at the heart of everything we do. We recognise that every child is unique, and we celebrate their success in the most meaningful way for that child.
Our core values are the ethos and culture for all. We want our pupils to be curious, with the ability to work together, and to be nurtured throughout their journey at school.
We focus on the skills and knowledge that our pupils need for life and ensure that children learn and develop well, are kept healthy and safe have the knowledge and skills they need to access the curriculum.
OUR CURRICULUM
Implementation
The Avenue EYFS curriculum is structured in a progressive way. The implementation of our curriculum is in response to our intended mission statement as identified by our school values.
Through careful planning and delivery, our curriculum is differentiated and personalised to meet the needs of our learners, enabling them to reach their potential and celebrate their successes. We believe our pupils deserve the best provision possible and therefore we have high expectations and regularly review and evaluate the curriculum to ensure it is fit for purpose.
Our offer is underpinned by a personalised approach to meet the needs of our pupils. We provide a specialised curriculum which utilises a range of teaching methods, additional specialist services, interventions, therapies, approaches, and strategies to promote and encourage good progress and access to the curriculum.
• Is broad and balanced with the flexibility to meet individual needs.
• Reflects progression and is differentiated to support the range of learners that we have.
• Promotes spiritual, moral, social, cultural, and physical development.
• Promotes creativity in learning.
• Engages parents in partnerships that will enhance the pupil’s cognitive, emotional, and social development.
• Operates within a clear framework of planning, assessment, and reporting.
In our Early Years Foundation Stage class, children are taught using the EYFS Statutory Framework. There are seven areas of learning and development:
The prime areas are: Communication and language, Physical development and Personal, social and emotional development.
The specific areas are: Literacy, Mathematics, Understanding of the world and Expressive arts and design.
Through careful assessments and observations, including information provided by parents and other settings, children’s development levels are assessed. Each child has a personalised learning programme, including individual targets in the areas appropriate for their stage of development. Children’s learning is largely play-based using high quality, age-appropriate resources. Children are supported to join in both child-initiated and adult led activities.
Our practice is informed by the EYFS Framework, it is adapted to meet the needs of each individual child and consider their individual milestones from their Educational Health Care Plan.
The teaching of reading and phonics is done primarily through the delivery of the Read Write Inc. Programme. Reading skills are then further developed across all areas of the curriculum. Book bands are used to provide graded books for home.
OUR CURRICULUM
Impact
There is a clear assessment cycle within the provision and progress is measured using formative and summative approaches. We have identified a clear progress pathway for all our pupils despite their starting point or barriers they may have. This pathway is ambitious in its trajectory. The assessments listed below inform planning and targets for personalised learning for each pupil.
EYFS
- Early Learning Goals/Development Matters
- PECs
- EHCP targets
- Occupational Therapy
- Read Write Inc
- Occupational Therapy
AUTUMN 1 & 2
Christmas and Diwali
• All about me – my body, my family
• Rules & expectations
• Getting to know the children
• Feelings
• Interests
• Independence
• Building relationships
• People who help us
• How big am I?
• Recognising body parts
• What I like (eat/do)
• Autumn
• Different types of transport
• How we travel around (school, holidays, trips)
• Celebrations – as and when
• Christmas
• Where in the world have you been?
• Where do we live in the UK/world?
• Maps
• Vehicles past & present
SPRING 1 & 2
Chinese New Year, Easter, Holi, Passover and Eid al-Adha
• Winter
• Farm/jungle animals & pets
• Animals & homes
• Size
• Investigating natural materials
• Senses
• Animal movements
• Patterns
• Minibeast identification
• How many legs/wings/shells do they have?
• Bug hotels/habitats
• Minibeast hunts
• Spring
• Planting & growing
• Gardening
• Foods grown in the garden
• Gardening tools
• What might live in the garden?
• Life cycles
• Traditional tale of Jack & the Beanstalk
SUMMER 1 & 2
Eid al-Adha
• Spring to summer
• Making shopping lists
• What can you buy from the shop?
• Different types of shops
• Ingredients, recipes, baking
• Making sandwiches
• Making drinks
• Trying new foods
• Introduction to money
• Summer
• Water & sun safety
• What happens at the seaside?
• Different textures: dry sand, wet sand, water, etc.
• Making shapes with sand, e.g. sandcastles
• Shell art
• Pirates
• Holidays
• Different types of weather
• What we wear in different types of weather
TERM DATES
2025 – 2026
8 Weeks
Topic Ideas
- All about me – my body, my family Rules & expectations Getting to know the children
- Feelings
- Interests
- Independence
- Building relationships
- People who help us
- How big am I?
- Recognising body parts
- What I like (eat/do)
Suggested Texts –
- Wise About My Body (NF)
- Elmer
- Colour Monster Goes to School
- Peace at Last
- The Jolly Postman
- The Same but Different
- Doctorsaurus
Experiences
Visit from police/ fire engine/ air ambulance / dentist
Parental Involvement
- Stay and Play
- Transitions
Final Outcomes
The children will:
- Begin to settle into their school environment
- Build relationships
- Begin to share interests
- Gain independence
- Develop friendships with others
Communication support strategies
- Communication boards (Linked to topic area and CP activity)
- PECS communication support – phases 1 to 4
- PODD book (specific pupils/provided by Speech and language therapist)
- Makaton signing linking to topic and everyday routine
- Lanyard visuals
7 Weeks
Topic Ideas
Round the World –
- Autumn
- Different types of transport
- How we travel around (school, holidays, trips)
- Celebrations – as and when
- Christmas
- Where in the world have you been?
- Where do we live in the UK/world?
- Maps
- Vehicles past & present
Suggested Texts –
- I Love The Seasons: Autumn (NF)
- Duck in the Truck
- Emma Jane’s Aeroplane
- The Train Ride
- The Best Christmas Ever!
- Meg’s Car
- What the Ladybird heard on holiday
Experiences
Christmas Train ride
Parental Involvement
- Christmas parent’s play and stay
- Children in Need
- Parents’ Afternoon
Final Outcomes
The children will:
- Recognise changes in their environment
- Explore different types of transport
- Name different types of transport
- Begin to know that there are different countries in the world
Communication support strategies
- Communication boards (Linked to topic area and CP activity)
- PECS communication support – phases 1 to 4
- PODD book (specific pupils/provided by Speech and language therapist)
- Makaton signing linking to topic and everyday routine
- Lanyard visuals
6 Weeks
Topic Ideas
Home Sweet Habitat-
- Winter
- Farm/jungle animals & pets
- Animals & homes
- Size
- Investigating natural materials
- Senses
- Animal movements
- Patterns
- Minibeast identification
- How many legs/wings/shells do they have?
- Bug hotels/habitats
- Minibeast hunts
Suggested Texts –
- I Love The Seasons: Winter (NF)
- Dear Zoo
- Walking through the Jungle
- We’re going on a Lion Hunt
- Spot goes to the farm
- The Very Hungry Caterpillar
- Super Worm
- What the Ladybird heard
Experiences
Sensory walk
Final Outcomes
The children will:
- Begin to use a range of vocabulary linked to the jungle/farm
- Explore and investigate natural materials
- Notice patterns linking to jungle/farm animals
- Explore different materials using their senses to investigate
Communication support strategies
- Communication boards (Linked to topic area and CP activity)
- PECS communication support – phases 1 to 4
- PODD book (specific pupils/provided by Speech and language therapist)
- Makaton signing linking to topic and everyday routine
- Lanyard visuals
5 Weeks
Topic Ideas
How does your garden grow? (Magic beans) –
- Spring
- Planting & growing
- Gardening
- Foods grown in the garden
- Gardening tools
- What might live in the garden?
- Life cycles
- Traditional tale of Jack & the Beanstalk
Suggested Texts –
- From Seed to Sunflower (NF)
- Goldilocks
- The Gingerbread Man
- Little Red Riding Hood
- Jack & The Beanstalk
- Oi Frog!
Experiences
Easter
Parental Involvement
- Mother’s Day play and stay
- Parents’ Afternoon
Final Outcomes
The children will:
- Recognise changes in their environment
- Identify different minibeasts
- Plant seeds and show care
- Understand the need to care for living things
- Develop their likes and dislikes (food)
- Understand the need to care for living things
Communication support strategies
- Communication boards (Linked to topic area and CP activity)
- PECS communication support – phases 1 to 4
- PODD book (specific pupils/provided by Speech and language therapist)
- Makaton signing linking to topic and everyday routine
- Lanyard visuals
6 Weeks
Topic Ideas
Little Shopkeepers –
- Spring to summer
- Making shopping lists
- What can you buy from the shop?
- Different types of shops
- Ingredients, recipes, baking
- Making sandwiches
- Making drinks
- Trying new foods
- Introduction to money
Suggested Texts –
- Where does my food come from? (NF)
- The Tiger who came to Tea
- Supertato!
- Daisy Eat Your Peas
- Chocolate Cake
- Spot goes shopping
- Spend it!
Experiences
The Mini Village
Frog spawn to frog
Final Outcomes
The children will:
- Take part in simple pretend play
- Add some meaning to the marks they make
- Develop manipulation and control (making).
- Show interest in different occupations.
Communication support strategies
Communication boards (Linked to topic area and CP activity)
PECS communication support – phases 1 to 4
PODD book (specific pupils/provided by Speech and language therapist)
Makaton signing linking to topic and everyday routine
Lanyard visuals
7 Weeks
Topic Ideas
At the Seaside (Weather) –
- Summer
- Water & sun safety
- What happens at the seaside?
- Different textures: dry sand, wet sand, water, etc.
- Making shapes with sand, e.g. sandcastles
- Shell art
- Pirates
- Holidays
- Different types of weather
- What we wear in different types of weather
Suggested Texts –
- Look what I found at the Seaside (NF)
- Pirates Love Underpants
- What the Ladybird Heard at the Seaside
- Rainbow Fish
- Commotion in the Ocean
- Shark in the park
- Barry the fish with fingers
Experiences
Immersive beach day
Parental Involvement
- Father’s Day play and stay
- Sports’ Day
- Parents Afternoon
Final Outcomes
The children will:
- Show an understanding of the seaside, including new vocabulary
- Explore different materials and textures
- To take part in transitions (Y1 pupils).
Communication support strategies
- Communication boards (Linked to topic area and CP activity)
- PECS communication support – phases 1 to 4
- PODD book (specific pupils/provided by Speech and language therapist)
- Makaton signing linking to topic and everyday routine
- Lanyard visuals