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Striving for









Foundations@Lowedges provides a safe, secure and stimulating learning environment for all children. Our aim is to ensure every child has the best possible start in life and the support that enables them to reach their full potential. The Foundation Stage is an important period of children’s education as it develops an early love of learning. At Lowedges we ensure all children are prepared for future challenges and success. We ensure a smooth transition from home to school and then prepare the children to begin the National Curriculum in Key Stage 1.

Our Curriculum

Our creative and bespoke curriculum reflects our children and their community and provides our pupils with the knowledge and skills they need at each stage of the Early Years. It is an ambitious plan of everything they need to learn to be prepared for the next step of their school journey. The curriculum encourages children to; love readingbe aspirationalcommunicate effectively and be safe.

We acknowledge that children learn at different rates and that each child is unique. Our curriculum supports this ethos and is flexible. Provision is planned in short topics or themes based on the children’s interests and includes a balance of both indoor and outdoor learning. Children learn through high-quality play which develops their confidence and independence, alongside introducing them to new and engaging experiences.


Our curriculum supports pupils’ development in all 7 areas of learning through both adult-led and child-initiated activities. We have created 'Curriculum Goals' to support the development of our pupils, to promote progression from Nursery to Reception and to ensure our learners achieve a Good Level of Development (GLD). Throughout these areas, children will also be developing the Characteristics of Effective Learning: Playing and Exploring, Active Learning and Creating and Thinking Critically.

Communication and language are at the heart of our curriculum as they underpin all areas of learning. High quality conversations and vocabulary development occur daily through play-based learning, continuous provision and story time. We have carefully planned daily story time activities, which have a specific focus each half-term.






Assessment is based primarily on practitioners’ knowledge of the children. This knowledge is gained predominantly from observation and interaction in a range of daily activities and events. Embedded learning is identified by assessing what a child can do consistently and independently in a range of everyday situations. We understand effective assessment presents a holistic view of a child’s learning and development and therefore, staff take account of contributions from a range of perspectives including the child, their parents and other relevant adults, when completing these.