Miss Lea

Reception Teacher and EYFS Leader

My name is Miss Lea and I am the Early Years Leader at Latchford St James. I joined the LSJ family in June 2022. I am very passionate about providing every child with the best possible start to their education making it fun and enjoyable whilst creating a buzz for learning!

I really enjoy spending time in the reading corner. I love listening to children practise their phonic knowledge and reading skills – it really makes me smile! My favourite story is Julia Donaldson’s ‘Room on the Broom’.

In my spare time I like to make things and spend time with my family. I can't wait to meet all of you :)

Miss Peever

Teaching Assistant

My name is Miss Peever and I have worked at Latchford St James for 15 years.

have spent all of my time at Latchford St James in EYFS. I absolutely love my job and love seeing the children learn and grow. My favourite area of learning is Art. I enjoy being creative with materials, paints, and natural resources.

In my spare time I enjoy going on lots of walks with my dog Patch.

I also love making my own crafts at home and spending time with my friends and family.

Mrs Bates

Teaching Assistant and Speech and Language Therapy

My name is Mrs Bates and I have worked at Latchford St James for 10 years.

I specialise in Speech and Language and work with lots of children to help develop their listening and attention skills, understanding and speech.

I love outdoor learning – especially den building, using different materials to create dens for our magical adventures! My hobbies include; exploring new places, woodland walks and family nights in with my children.

Miss Wilcock

Nursery Teacher

My name is Miss Wilcock and this is my second year working here at Latchford St James. I love learning in Nursery and seeing the children grow and thrive into confident learners.

My favourite story is ‘We’re Going on a Bear Hunt’. I love retelling the story with the children in the Forest School area and going on our very own bear hunt!

I love learning outdoors and exploring all that nature has to offer! I also enjoy learning in the creative area creating beautiful pictures using lots of different materials. Sometimes I like to use materials I have collected on walks in the outdoors!

In my spare time, I love spending time with my family and going on long walks with my dog Willow.

Miss Brookhouse

Teaching Assistant

My name is Miss Brookhouse and I have worked in the Nursery class at Latchford St James for 3 years so far. I have lots of experience in Early Years and have worked in this area for many years. I love learning in Nursery and seeing the children grow in confidence and shine. I am first aid trained and help to care for lots of children across the school.

I enjoy being imaginative and joining the children on lots of fun adventures. You can often find me taking on different roles in class, for example, a tiger at the zoo or even the role of The Big Bad Wolf when the children are retelling their favourite stories! I love art and craft activities too (the messier the better).

At home I like to spend time with my family. I enjoy long walks with my dog Milo and helping others. I also enjoy singing and dancing too.


At Latchford St James our Early Years Foundation Stage is made up of one Nursery Class (children aged 3 and 4) and one Reception Class (children aged 4 and 5). Our staff work together to provide children with high quality teaching and learning opportunities to give them the best start to their education.

The children in Foundation Stage work within the EYFS statutory framework and the Development Matters Guidance document is used to inform planning and assessment.

On this page, you will have the opportunity to look at the curriculum we implement within the EYFS. If you wish to see photos or find out more about our current EYFS classes, then please look on our Nursery and Reception class page.

The EYFS curriculum is made up of the Characteristic of Effective Learning and the prime and specific areas of learning (which are all interconnected).



At Latchford St James Primary School our aim is to create a learning environment and build relationships which support, enhance and invite a child’s curiosity, confidence and individual competency to flourish regardless of backgrounds, circumstances or needs. We aim to work collaboratively with parents and carers to encourage independent, enthusiastic learners who thrive and reach their full potential. It is our intent that children who enter our EYFS at either the nursery stage or reception class stage, begin their lifelong learning journey by developing physically, verbally, cognitively and emotionally whilst also embedding a positive attitude to school and a love of learning.

To ensure children make outstanding progress in Latchford St James Early Years, it is our intent to take into consideration their starting points and needs of our pupils as they begin their learning journey. Every child has access to a broad, balanced and differentiated curriculum which prepares them for now and for the future in terms of opportunities and experiences. Following personal interests and individual needs, allows us to plan and provide opportunities throughout our EYFS curriculum to support learning and development and achieve their next steps.

Our EYFS curriculum aims to enable our children to be:

Competent and creative learners; who are curious about the world around them.

Secure and confident; who enjoy coming to school and learning new skills and knowledge building on their existing learning.

Skillful communicators; who connect with others through language and play, ensuring that they play in a vocab rich environment.

It is our intent to ensure that all children will receive the teaching of early reading through systematic, synthetic phonics to learn to read words and simple sentences accurately by the end of Reception.


At Latchford St James, we follow the Early Years Foundation Stage framework. This is made up of four overriding principles which our early year’s education is based upon:

  • Unique Child – Every child is unique child who is constantly learning and can be resilient, capable, confident and self-assured.

  • Positive Relationships – Children learn to be strong and independent through positive relationships.

  • Enabling Environments – Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and carers.

  • Learning and Development – Children develop and learn in different ways. The framework covers the education and care of all children in early year’s provision, including children with special educational needs and disabilities.

The curriculum provides a play-based and experiential learning environment, combined with focussed teaching and basic skills, to ensure children make rapid progress before moving onto Year 1. The children in both Nursery and Reception are provided with ample opportunities accessible in our indoor and outdoor provision. They engage in planned, focussed activities as well as self-initiated and free flow activities. The learning experiences within our Early Years are linked to the seven areas of learning and development within the EYFS. These areas are split into three prime areas and four specific areas. The three prime areas are those which the children should develop first and are considered most essential for the healthy development and future learning of our children. These include:

  • Personal, Social and Emotional Development – involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

  • Communication and Language – involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

  • Physical Development – involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

As children grow and make progress in the prime areas, this will help them to naturally develop skills within the four specific areas. These are:

  • Literacy – the early teaching of literacy involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

  • Mathematics – the early teaching of mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and describing shapes, spaces, and measures.

  • Understanding the World – this involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

  • Expressive Arts and Design – this involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.


Children benefit from meaningful learning across the curriculum and staff plan resourcefully for opportunities for communication, sustained shared thinking and physical challenge to build on existing skills, taking into account, the Characteristics of Effective Learning.

Rich first hand experiences (inside, outdoors, visitors and school trips) to widen experiences, awe and wonderment. Exploratory learning and thinking creatively including problem solving across all areas of learning. New vocabulary and concepts through reading will excite and engage all learners which includes staff modelling standard English and asking high quality questions.

Curriculum will promote and support children’s emotional security and development of their character enabling children to take risks in a safe and secure environment. Supporting children to be active and to develop physically including giving clear messages to children why it is important to eat, drink and exercise as well as to be kind to others.


The experiences of the task will be revisited and demonstrated through being deeply engaged in play. Our children will grow to be confident, competent lifelong learners and good citizens.

The children at Norman Pannell experience a smooth transition between Nursery, Reception and beyond. Effective communication and collaboration ensure the children leave the EYFS with a solid foundation of learning of which to build upon.

We use learning journals across the EYFS, supplemented with exercise books in Reception, which evidence to the children and their families the successes of the children throughout their time in Early Years.

As a team, we carry out regular internal moderation sessions and also ensure that staff attend external meetings and training to ensure that we feel confident with our judgements and that these judgements are consistent with a range of other settings. Assessment starts with careful observations which are then used to inform planning. Learning and teaching is thus effective when children feel a sense of belonging, curiosity and competence showing resilience and tenacity.

By monitoring assessment procedures regularly, we can effectively demonstrate what learning is taking place and how each child is progressing in all seven areas of the EYFS curriculum. Progress toward the ELGs will ensure a positive disposition to learn. 


The leadership of EYFS is the responsibility of the EYFS leader and the Headteacher. The EYFS leader has a clear role and has the responsibility of overseeing the progress of all children within the Foundation Stage.

All EYFS staff members contribute to the summative and formative assessments of each child within their class. Observations and discussions between the team build up a ‘Learning Journey’ for each child which is recorded on each child's Tapestry profile. This helps to inform each child’s next steps which are displayed within the classroom and shared with parents and carers regularly. For Reception children the Early Learning Goals are used to make the end of year judgements. These assessments are fed back to parents in the end of year school reports.