01223 518330

Northfield Avenue, Cambridge, Cambridgeshire CB4 2HU


King's Hedges Educational Federation

Excellence, achieved through care, creativity and challenge.

King's Hedges Educational Federation

Excellence, achieved through care, creativity and challenge.

Kings Hedges Nursery Curriculum Statement




Nursery follows the Early Years Statutory Framework for the Early Years Foundation Stage, updated September 2021, by the DfE. The themes that early years teach are ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge, skills and cultural capital they need to succeed in life.

The early year’s curriculum and its delivery are designed to support pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas so that they can apply their knowledge and skills with increasing fluency and independence.

 The children will learn new skills, acquire new knowledge and demonstrate understanding through the seven areas of the EYFS curriculum:

  • Personal, Social and Emotional Development
  • Physical Development
  • Communication and Language
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

The leadership team have a deep understanding of the curriculum being delivered across the school through detailed monitoring and data analysis in all areas. Senior leaders have been through a thorough process of evaluation and refinement of our curriculum and will continue to monitor curriculum development moving forwards with the new early year’s framework.



The early year’s foundation stage teach weekly themes linked to Curiosity Corner. Pupils study the full curriculum when able, we initially focus on the PRIME areas and when the children are confident we develop the SPECIFIC areas of learning. We provide rich opportunities for pupils to gain a wider understanding and an appreciation of the best of ideas, concepts and human achievements.

They explore a wide range of relatable themes which expose the children to meaningful learning opportunities.  The curriculum is coherently planned and builds on children’s prior knowledge as well as their interests. The early year’s curriculum is taught through a variety of child initiated leaning opportunities as well as adult-led activities.  The timetable is carefully structured to ensure that all children have directed teaching time every day; this is built up from nursery in to reception and then into KS1.  The curriculum is planned for the inside and outside environments and equal importance is given to learning in both areas.   Real life experiences provide hooks for pupils to link their knowledge.

Teachers and leaders use assessment to help pupils embed and use knowledge fluently, and to check understanding and inform teaching. A well planned assessment calendar ensures leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or pupils.

Teachers ensure that their own use of language models best practice for pupils to develop their language and vocabulary well, as well as a language rich environment. A rigorous, interleaved and sequential approach to the reading curriculum develops pupils’ fluency, confidence and enjoyment in reading - especially for disadvantaged pupils. At all stages, reading is prioritised and attainment is assessed. Gaps are addressed quickly and effectively for all pupils. Phonics is taught well with consistency, rigour and detailed assessment to guide teaching. Reading books connect closely to the phonics knowledge pupils are taught when they are learning to read.  Children are able to apply mathematical knowledge, concepts and procedures appropriately for their age. Fluency and reasoning are key elements of our mathematics curriculum.



Ongoing observations are used to inform weekly planning and identify next steps. These are currently recorded on Target Tracker and target Tracker Link is now used to share observations with parents. Termly data analysis and ongoing observations show that children, including those that are vulnerable make substantial progress from their starting points.

Children are happy and engaged in their learning. They are well-supported to develop as individuals and to learn to be in a community with others. Children develop their characteristics of learning and are able to apply their knowledge to a range of situations making links and explaining their ideas and understanding. Children develop the confidence to take risks and discuss their successes and failures with peers.

Children demonstrate their positive attitudes to learning through high levels of curiosity, concentration and enjoyment. Alongside high levels of engagement and involvement.

Children develop detailed knowledge and skills across the seven areas of learning.  They are beginning to manage their own feelings and behaviour understanding how these might impact on others. They are developing resilience and take pride in their achievements.

In both adult-guided and independent learning opportunities the children are concentrated, creative, energetic and persistent throughout nearly all their time.

The school’s actions secure improvement in disadvantaged pupils’ progress, which is rising, including in English and mathematics. School is fully aware of groups and monitors their provision for them through the VGAP form. As a result all  pupils are well prepared for the next stage of their education.

Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in results from national tests at the end of KS2 that exceed government expectations for both attainment and progress in all areas.  Pupils’ work across the curriculum is of good quality.

Pupils consistently achieve highly, particularly the most disadvantaged. Pupils with SEND achieve exceptionally well due curriculum design and strong teaching.