North Frodingham, Driffield, North Humberside YO25 8LA

01262 488227

North Frodingham Primary School

Caring, Sharing, Together Learning


Our Early Years Co-ordinator is FSU Teacher Mrs Crooks

'Creating the spark for a lifetime of learning'


We are committed to providing an exceptional and inclusive learning community, in which children and adults have mutual respect for each other and potential can be realised within the process of lifelong learning at North Frodingham Primary School. We aim to develop and broaden the range of children’s learning experiences, to enable them to be happy, confident, respectful and enthusiastic learners who look forward to coming to school every day – living up to our motto ‘Caring, Sharing, Together Learning.’

Click here to view our FSU Prospectus


  • To provide opportunities for all, where reflection, good communication, shared purpose and responsibility and effective use of resources provides a positive first start to children’s educational journey in a loving, caring and nurturing environment. The Child is at the centre of all we do – we ensure all children feel valued, included and respected: modelling and promoting the key values the school endorses, including British values.
  • To ensure high standards and expectations for all children carefully planning opportunities for all children to reach their next steps in learning and full potential. Providing engaging, fun, focused learning with equal access to all 7 areas of learning for all children whatever their preferred learning styles or needs.
  • To provide a safe and stimulating learning environment that encourages children to take responsibility for their own development as independent learners. An environment that builds on children’s own interests, curiosity and enthusiasm and provides the opportunity to practise and master new learning through the indoor and outdoor provision.
  • Recognising parents and carers as children’s first educators we aim to build strong relationships so that we can work together effectively to build children’s confidence, self-esteem and learning opportunities. Creating a firm foundation and partnership that will last throughout the family involvement within our school community.
  • We recognise each child as an individual and aim to develop their unique personality, children’s awareness of diversity and respect for each other’s values and customs. We welcome visitors and foster involvement within the local community.



The FSU team create an environment which promotes care, emotional security and builds confidence and independence. PSED is delivered directly through a carousel of Circle Time, SEAL and British Values and is woven through our curriculum and provision.

Communication and Language development needs are met through a, ‘Language Rich Environment’. Show and Tell, News books, songs and nursery rhymes and regular story times support the children’s developing skills and help them to gain confidence.

Physical development is taught directly through PE sessions alongside various other planned and child-initiated opportunities for children to develop physically. F1 and F2 children experience a wide range of sports delivered by

experienced and knowledgeable coaches.

Staff are expert in teaching systematic, synthetic phonics. Children are grouped according to the Phonics Phase in which they are working and teaching starts in Phase 1 of, ‘Letters and Sounds’. Phonics is taught every day; children read regularly to an adult both individually and in, ‘Guided Reading’. Phonics Work Shops are held annually for parents and carers

Opportunities for Adult Led writing are well planned and resourced; Children are encouraged to write using real life contexts, such as writing lists, menus, letters, plans and post its and have a variety of writing resources available to them.

2 -year olds and F1 children are introduced to focused maths learning during adult led sessions using rhymes, games and counting activities and through planned opportunities in Continuous Provision. In F2, this understanding of number is deepened through sequenced activities planned using the Hamilton Trust Reception Scheme of learning complemented by, ‘Number blocks’, episodes and supporting NCETM documents. Number, Shape, Space and Measure is incorporated into all areas of provision and the children bake regularly.

An, ‘Investigation Table’, encourages the children to play, explore, question and foster the skills for future learning. Exciting and unusual resources entice children into this area where staff can then extend the children’s learning through careful questioning, encourage them to take managed risks and to challenge themselves. Further enhancements and adjustments to other areas of provision supports children in using higher order thinking skills. F2 children access timetabled, ‘Outdoor Learning’, sessions. Our recently developed, ‘Small World’, area allows practitioners to expose the children to others faiths, cultures and ways of life from around the World and aids us in challenging Gender Stereotyping.

The EAD curriculum is rich and varied. Children have access to, Junk Modelling, Mark Making, Messy Play and large and small Role Play within the indoor provision and through Adult Led tasks. Creativity and roleplay outdoors links to the Natural World; Parents are regularly invited into the setting for, ‘Stay and Play’, sessions,

Workshops and themed craft mornings. The FSU units operates an, ‘Open Door Policy’, and time is always made for parents or carers needing to talk. F1 and F2

Parents are invited to termly Parents Evenings, parents of 2 Year Olds are involved in the, ‘2 Year Progress Check’, and all receive annual reports. Parents contribute regularly updating News Books, contributing to Learning Journeys with, ‘Wow Moments’, and can access Home Learning Links on Purple Mash and Active Learn.



  • Current attainment is above National and this continues an upward trend in outcomes over three years.
  • Progress from on-entry to end of Foundation Stage is good as children enter FS2 broadly inline with typical for their age and leave above or in line with National.
  • SEND children within the FS make good progress.
  • Disadvantaged children within the FS make good progress
  • More Able children within the FS make good progress