Learning at Comper

The Foundation Stage is a distinct phase of Early Years education that takes place from when a child is born until they are five.

At Comper we follow the statutory  Early Years Foundation Stage Framework 2023.  This under pins all that we do. The EYFS Framework has seven areas of learning:


Three Prime Areas:

  • Personal, Social and Emotional development
  • Communication and Language
  • Physical Development.
Four Specific areas:
  • Mathematics
  • Literacy
  • Understanding of the World
  • Expressive Arts and Design.
Click the link to read the EYFS Statutory Framework 2023
We also work from the non-statutory guidance Birth to 5 Matters which supports our assessment of the children's development of skills and knowledge related to their age.
Our Curriculum Intent 
At Comper our intention is that the curriculum will:
  • Spark the children's curiosity in the world around them,
  • Celebrate the diverse community they are from
  • Support them to be courageous in the risks they take in their learning
  • Foster  a life long love of learning
  • Be aspirational to give them the best start to their early education and ensure they are ready to move confidently on to reception and year one at the end of their time with us.
Our Curriculum Goals
We want all children to leave Comper being a:
A Confident Communicator
An Independent Individual
A Fantastic Friend
A Talented Tool User
A Super Story Teller
A Persistent Problem Solver
Implementation - How do we teach our curriculum at Comper? 
At Comper we follow a combination of child initiated, play based learning and adult directed learning. The children learn in small groups, 1:1 and as a whole class sometimes too.
Impact - How do we know your child is making progress?
  • Assessment -  We observe your child closely in their play, assessing the next steps they need to make developmentally; how we can extend their skills and knowledge
  • We track your child on our progression ladders which are based on some key developmental markers linked to our curriculum. You can see our progression ladders under our curriuclum tab.
  • Two Year Check -Your child will have a 2 year old developmental check. This is an assessment that their key person will make of their development. They will share the outcome of this with you. THis does not replace the Health Visitor 2 year check, it is in addition to it.
  • Pupil Progress Meetings  - 4 times a year the adults make a summative judgement about whether your child is developing steadily in line with their age. We use Birth to 5 matters age ranges to guide us on this judgement.
What is learning through Play at Comper?
Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems. Children learn by leading their own play, and by taking part in play which is guided by adults. 'Statutory framework for the early years foundation stage.'
At Comper we follow a play based approach to delivering our curriculum in all our settings. The children spend the majority of their time in free -flow child initiated learning. We call this 'Explorer Time.' Ths is supported, and guided by adults so that they gain the appropriate skills and knowledge they need as they play. Play is the best way for children to learn at this stage in their education - why?
  • It is fun and children have a right to play (recognised in the United Nations Convention on the Rights of a Child (1989))
  • It supports their wellbeing
  • It promotes deep involvement in their learning
  • Develops independence and self confidence
  • Provides opportunities for developing key skills and knowledge across all areas of the curriculum
Adult-Directed Learning 
Teaching in the Early Years is a craft that involves many different skills and types of interactions with children. There are lots of ways in which adults will help children learn at Comper. They will use the following teaching methods;
  • communicating and modelling language;
  • showing, explaining, demonstrating
  • exploring ideas; encouraging, questioning, recalling; providing a narrative for what the children are doing
  • facilitating and setting challenges. 
All our learning both, child initiated and adult led, takes place in a enabling environment that supports rich learning opportunities and exploration.