Kader aims for all children to gain confidence, self-esteem, respect, a passion for learning and most of all the belief that their learning holds no boundaries and they can become…the best that they can be.

Kader Academy has a vision that all children from every walk of life who enter our setting will be given the very best start in their educational journey.
They will learn to love learning, through play, imagination and positive interactions. Kader academy aims to help all children regardless of starting points, make accelerated progress and maximise potential in all.


We aim to deliver an Early Years curriculum that inspires children and ignites a passion for learning.

Our curriculum has been developed to hit all elements of the Early Years profile, alongside feeding into our whole school knowledge progression.

We put great emphasis on the prime areas and developing these crucial skills. As an Academy we recognise the need for language development in our children and this is embedded throughout our whole unit and everything we do.

We aim to develop early reading, writing and mathematics skills exceptionally well from the very start.

We use ITMP to target individual learning needs and maximise learning opportunities in all that we do.

We value cultural capital, we explore and investigate many areas of life and link this to learning both in school and at home. We recognise the need for purposeful play and learning and develop important life skills and respect as a backbone of our school.


The statutory framework is used to guide our EY practise.

Staff are allocated key children and get to know them extremely well

Rigorous assessment and team chat input ensures all children are priority and a ‘whole child’ approach is used. Ensuring every element of the profile is discussed and children are targeted for their strengths and weaknesses.

A secure home/ school relationship is founded from the very start. Ensuring information is shared to best benefit the child.

Regular staff CPD to upskill all teaching and learning staff.

Regular moderation exercises within the setting and cross phase into KS1 to ensure a secure understanding of assessment is evident in all staff and that judgments are secure.

Use of RWI in EY to rigorously teach phonics.

Use of – power of reading – and books of the week- using the sequenced Book Spine, outlining all key texts to be used within English sessions and play, providing a breadth and depth of reading material .

Phonics is taught ensuring phase 1 is secure and embedded and revisited as part of normal practise.

Use of provision planning and monitoring to ensure that the setting is vibrant, purposeful and always effective.

Explicit teaching of vocabulary and understanding through ITMP and planned for activities.

Staff are models – play is crucial. Staff love to interact with children and this is reciprocated.

Early number skills are developed using whole school strategies such as numicon , number fun and number blocks.

Use of the Power of Reading and RSC strategies (primarily talking before writing) to guide reading and writing forward;

Swift intervention through planned for activities and ITMP ensures all children are assessed frequently and targeted to provide them with the correct help and support from the very start.

Provide support for parents with regards to their child’s reading including use of workshops, strategy-sharing and regular contact.


We strive to ensure that children leave Kader Academy EYFS and move into KS1 with ease. They make the transition well and are well-rounded, established learners ready to take the national curriculum with both hands and reach their full potential.

Through our EYFS curriculum we help to develop key skills in children that will last them a life time. Children learn how to speak, how to interact, how to establish friendships and overcome problems. Through careful planning of the characteristics of effective learning children know how to play and explore, create and think critically and how to be active in their own learning.

Children become well-rounded individuals and have a strong growth mind-set from the very start. We very much promote a – can do attitude.

Parents establish strong relationships with the school and this helps as children make their next steps in their school journey.

Our data is aspirational. We see children make accelerated progress during their time in EYFS and those children who do not hit GLD are monitored as they move into KS1 to ensure transition is smooth and needs are identified and shared to best support the child.

Children leave our setting happy. They are ready and excited for a more formal learning approach.