EYFS Policy September 2016
Statement of Intent
“The early years foundation stage (EYFS) sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register.
The EYFS aims to provide:
Quality and consistency in all early years settings.
A secure foundation for all children for good progress through school and life.
Partnerships between different practitioners.
Partnerships between parents or carers and practitioners.
Equality of opportunity for all children.”
(Department for Education, 2012)
Wellfield Methodist and Anglican Church School is a Christian community and as such we aim to provide a grounding in the Christian faith for our children, with particular regard to the traditions of the founding churches. Our Christian values underlie our relationships with each other and all our teaching. Through our Christian values, teaching and collective worship our school provides a safe environment in which each child can grow in understanding. We aim to find the particular strengths of each individual and nurture these so encouraging all learners to fulfil their true potential.
Principles of the Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. The EYFS is based upon four principles;
AA unique child
Every child is a unique, competent learner.
Children develop in individual ways and at varying rates.
Children’s attitudes are fluid and can be influenced by others.
Children learn to be strong, independent individuals by developing secure relationships with teachers and peers alike.
Relationships with parents and carers are also important and will be nurtured and developed.
Any relationship will be respectful, caring and professional.
The learning and play environments are vital for supporting and extending a child’s development.
In the classroom and outdoor environment, we observe and assess the children’s development and interests.
Based on these observations, suitably challenging activities and experiences are planned to extend their learning and achievement.
Learning and development:
Wellfield Methodist & Anglican Church School is organised in a way that encourages children to explore and learn safely.
There are areas for activities and play, and others for quiet time and rest.
The Early Years Team
The Foundation Stage comprises of 1 Reception class.
Mrs Debra Whelan Class teacher Mrs Julie McNally teaching assistant
At times the Foundation Stage will have visiting Nursery Nurse Students working in the setting alongside the staff. The Foundation Stage staff work as part of a team and plan, assess and work together to ensure continuity and progression, providing age and stage related activities to suit all our children. Children are also taught in a variety of ways; in whole class groups, small group work, pairs and individually. We are dedicated to providing excellent pastoral care and education to those children in our care. Staff are fully qualified, have a wide range of experience and expertise in working with and educating children. The Staff are committed to professional development and attend up to date training courses and have excellent knowledge of the Early Years Foundation Stage and child development.
At Wellfield Methodist & Anglican Church School we feel it is important for children to learn social etiquette and to develop relationships with peers and adults. This will be achieved as part of ELG08 – Making relationships, through playing and interacting with other children and adults. It will be mostly child led. The Foundation Stage effects a smooth transition from home to school and offers stability for the younger child. In the reception class children are provided with an environment in which they are given opportunities to express themselves using a variety of mediums and suitable material to stimulate and extend imagination and understanding. Through planned play and talking, young children learn about themselves and the world around them, they are given opportunities to socialise, make friends and therefore develop personal, social and emotional skills and develop confidence.
Safety and security is a high priority at Wellfield Methodist & Anglican Church School and it is important that all children in our care are safe. Our requirements as stated in the Statutory Framework for Early Years Foundation Stage 2012 are as follows:
Safety is paramount and Wellfield Methodist & Anglican Church School has a robust and effective Safeguarding Policy to ensure the children in our care are protected.
The parent / teacher partnership
The Early Years Foundation Setting cannot function without the enduring support of parents and carers. We recognise that as parent, you are the child’s primary educator and we recognise this important role through regular engagement including:
Annual information evenings in October and March.
Parent / Teachers’ Association Meetings.
Asking parents to complete admissions forms, a medical form and to write a synopsis about their child to help us to understand their character and personality.
Asking parents to sign permission slips for visits out of school, use of photographs of their child for assessment purposes and using the internet at school.
Having an open door policy to enable parents to come and speak with teachers, should they have any concerns.
Twice annual formal parents evening.
Events and activities throughout the year which bring together children, parents and the school.
‘Family Fun Fridays’ once per half term where parents or carers can come and see what and how the children are learning.
Learning and development
The Foundation Stage effects a smooth transition from home to school and offers stability for the younger child. In the reception class children are provided with an environment in which they are given opportunities to express themselves using a variety of mediums and suitable material to stimulate and extend imagination and understanding. Through planned play and talking, young children learn about themselves and the world around them, they are given opportunities to socialise, make friends and therefore develop personal, social and emotional skills and develop confidence.
The Early Years Foundation Stage is a curriculum from birth to five years old, we follow the strands set by this curriculum and concentrate the learning opportunities on the seven areas of learning (3 Prime and 4 Specific) We believe one of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child initiated activities. Through play and practical experiences children learn about the world and their place in it. They learn through first hand experiences, talk, books and equipment. We set realistic yet challenging expectations that meet the needs of our children. We achieve this by planning with the children and planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
The “prime” areas of learning and development are:
Communication and language.
Personal, social and emotional development.
The “specific” areas of learning and development are:
Understanding of the world.
Expressive arts and design.
Learning and development is implemented through a mix of adult-led and child-initiated activity and play and is reactive to the child’s lead. Play is important to learning and development and we therefore do not make a distinction between work and play. We plan children’s activities to reflect their interests and the synopses written by their parents. Assessment is conducted through observation and a detailed assessment schedule can be found in our Assessment Policy.
We support children in using the three characteristics of effective teaching and learning from the Statutory Framework for the Early Years Foundation Stage, which are:
Playing and exploring.
Creative and critical thinking.
Health and safety
We have a Health and Safety policy which all staff and students are familiar with and we have designated people responsible for first aid in school. The class teacher has had paediatric first aid training. Children are taught the safe and appropriate use of equipment and materials and spaces. Children are taught to be mindful when moving around the school and outside school (for instance Right Start Pedestrian Training) and are aware of safety issues. Risk assessments are undertaken before we embark on school outings. A full Health and Safety Policy is available in School.
Our full Health and Safety Policy is available on request.
Our full Supporting Pupils with Medical Conditions Policy is available on request.
The following general Health and Safety safeguards are in place:
A supply of fresh drinking water is available on the premises at all times and all children have their own named water bottle and can access water and milk through ‘rolling snack time’.
Children’s dietary needs are acted upon.
Fruit snacks and toast are available during the morning session.
A Paediatric first aider is accessible at all times.
Accidents and injuries are recorded in an accident book.
A fire and emergency evacuation procedure and policy are in place.
A Photographs and Images Policy is in place which states that cameras that are used in school must not be used for staff member’s own personal use.
The learning environment and outdoor spaces
In the Foundation Stage we acknowledge the potential for learning in every activity and situation that arises. Our aim is to provide a secure and stimulating environment in which children flourish and learn to make sense of the real world. We make the children feel valued and give them the confidence to become active and independent learners. Our activities provide first hand experiences through play and discussion, children are encouraged to interact with others, to move about and explore a wide variety of learning situations. There are well-planned areas of provision in the wide range of activities, resources and materials available. Opportunities are provided for sustained activity and continuous provision, as well as spontaneous, self-chosen activities. It is important to us that children experience success, have fun and enjoy themselves whilst learning.
The classroom is organised in such a way that children can explore and learn in a safe environment.
Equipment and resources are accessible and can be located and used independently by children.
The enclosed outdoor space is secure and offers children the ability to explore a different environment, presenting them with different challenges and experiences.
Activities are planned throughout the learning environment to help the children develop in all areas of learning.
EYFS AREAS OF LEARNING
PERSONAL. SOCIAL AND EMOTIONAL DEVELOPMENT
The school fosters and develops relationships between home, school, children’s centres and places of worship in order to make links stronger for the good of the community as a whole. Children are encouraged to learn to work, share, take turns and co-operate with others. They are encouraged to be independent and make choices for themselves. They are also encouraged to be sensitive to the needs of others and to respect other cultures and beliefs. Children are enabled to become confident and develop a positive self-image.
Children are given opportunities to move to music, use equipment, develop and practice their fine and gross motor skills. They develop an increasing understanding of how their body works and what is needed to be healthy. This is done in both indoor and outdoors and by working with a wide range of resources.
COMMUNICATION and LANGUAGE
This covers all aspects of language development and provides the foundation for literacy skills. Children’s developing competence in speaking and listening is focused on. We aim to extend and enrich the children’s vocabulary through story time, rhymes, role-play and group discussions. Children are encouraged to share their own experiences through speaking and acting out events in imaginative play and talking about their own ideas. They are encouraged to take part in class activities such as working with puppets, participating in music sessions and saying rhymes and singing songs together.
We have a variety of resources for the children to use to help them develop early literacy skills. Children are encouraged to use the mark-making areas indoors and outdoors independently but they also take part in teacher-led activities. These activities include whole class shared reading, phonics sessions and small group guided reading and writing. The pre-writing work encourages correct pencil control, left/right orientation and cursive letter formation. Children have the opportunity to develop their writing skills in accordance with their age, ability and competence. We encourage children to treat books and other resources with respect and they are given many opportunities to listen to stories told by the staff.
We aim for children to achieve mathematical understanding and a firm foundation for numeracy through practical activities and using and understanding language in the development of simple mathematical ideas. Pre-number work is covered through nursery rhymes and number activities. Children are given the opportunity to learn about number, shape, space, position, pattern and measurement. Towards the end of the Foundation stage children start learning to tell the time and are given opportunities to learn about money and simple calculations.
UNDERSTANDING THE WORLD
All children are given opportunities to solve problems, investigate, make decisions and experiment. They will learn about living things, their environment, the world around them and the people who are important in their lives. Children are also given opportunities to develop computing skills and to work with and use modern technology.
EXPRESSIVE ARTS and DESIGN
We provide opportunities for all children to explore and share their thoughts, ideas and feelings through a variety of art, design, technology, music, drama, movement, dance and imaginative play activities. Children are given opportunities to make paintings, drawings, collages, models and use basic musical instruments. Children also learn new songs and rhymes and enjoy singing them with each other. Colour recognition is taught, naming colours, mixing paints, sorting and matching. Through various times during the year children are given the opportunity to participate in school productions and assemblies.
The following process shown below is in place to ensure children’s successful transition to reception class:
1. Parents are invited to a meeting to ensure they know about school procedures and allocation of classes, and to voice any concerns they may want to express.
2. During the summer term, parents are encouraged to help their children put a ‘treasure box’ together. It is used during the staggered start to support transition and to inform planning and to provide assessment.
3. The children are invited to a series of visits in the Summer Term to their reception class. The first visits are within their pre-school settings, allowing the children to feel secure in the new environment. They also make links with their 'Gardener'- The Year 5 child who will look out for them and after them for the next 2 years.
4. Members of staff from Wellfield make links to feeder settings. The number of meetings/visits will depend on the child’s needs and how much information gathering is required in order to support the child’s transition.
ASSESSMENT OF CHILDREN
Please see separate EYFS Assessment Policy
The school takes its child protection responsibilities very seriously. Any concerns, which the school has, will be noted and, if deemed necessary, will be reported to the relevant agency. The safety of the child is always of paramount importance. The full Safeguarding Policy is available in school for parents to read if they wish.
EQUALITIES and DISABILITIES
All pupils in this school are entitled to a broad, balanced and relevant curriculum regardless of ability, gender, race and social circumstances. Both Gifted, talented and able children and those with Special Educational Needs are considered and the curriculum adapted to suit all levels of ability. We have an Equal Opportunities policy available at school.
SPECIAL EDUCATIONAL NEEDS
Care is taken to assess the needs of each child... Should a child have any special need the parent will be informed at an early stage. Group and individual help is provided within the school where possible. We have links with various agencies and when necessary their involvement may be required to support certain children. Parents/Carers will always be informed if an outside agency is assisting us to support their child. We have a full Special Educational Needs (S.E.N) and Gifted and Talented policy available at school.
MONITORING and REVIEW
It is the responsibility of the EYFS staff to follow this policy. The Senior Leadership Team will carry out monitoring on the EYFS as part of the whole school monitoring system.
This policy will be reviewed at the beginning of each academic year.
D Whelan September 2016
Review date: September 2018