Early Years Foundation Stage Policy
Date Reviewed by Governors
Date of Next Review
Appendix i) – EYFS Symbols
1. The 2014 Statutory Framework replaces 2012 version
2. Parents as Partners – Recording findings from child’s 2 Year check during home visits
Early Years Foundation Stage Policy
Every child deserves the best possible start in life and support to achieve their full potential. A child’s experience in the early years has a major impact on their future life chances. A secure safe and happy childhood is important in it’s own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know the provision will keep their children safe and help them to thrive. The Early Years Foundation Stage is the framework that provides that assurance.
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our Nursery, children join us the school year after they turn three. Children entering our Reception classes come from a range of settings, and we work with parents and other professionals to provide a smooth transition into our school.
Aims and Objectives
• To celebrate diversity, and promote equality of opportunity for all children.
• To provide a curriculum which is broad, relevant and personalised that offers continuity and progression and develops their physical, intellectual, emotional and social abilities.
• To acknowledge each child’s individual strengths and address their individual needs.
• To provide a secure and stimulating environment that encourages children to be active learners, and enables each child to develop her/his unique pattern of interests and talents.
• To build positive partnerships with parents and the wider community and to promote the development of the whole child.
The EYFS is based upon four principles:
• A Unique Child
• Positive Relationships
• Enabling Environments
• Learning and Development
A Unique Child
At Stoke Primary, we recognise that every child is a competent learner who can be resilient, capable, confident and self- assured. We recognise that children develop in individual ways, at varying rates. We respond to the interests, experiences and needs of individual children, providing stimulating and engaging activities and learning opportunities to promote a positive attitude to learning.
We value the diversity of individuals within the school and do not discriminate against children because of ‘differences’. All children at Stoke Primary School are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school.
In Stoke Primary we believe that all children matter and provide realistic challenges to ensure that all children achieve. We do this by 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.
We meet the needs of all children by:
• Listening to and observing children and using this knowledge to help plan learning opportunities which build on children’s own experiences, interests and next steps in their learning
• Promoting children’s self- esteem and confidence through praise and realistic challenges
• Using resources which reflect children’s own families, cultures and language
• Monitoring Children’s progress and providing support and early intervention where necessary, including involving outside agencies where appropriate
At Stoke Primary we recognise the need for all children to feel safe and secure. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards.
“Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.”
At Stoke Primary School we understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage Sept. 2014. We understand that we are required to:
• promote the welfare of children
• promote good health, preventing the spread of infection and taking appropriate action when children are ill ( see Sick Children policy)
• manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs
• ensure all adults who look after the children or who have unsupervised access to them are suitable to do so. ( see child protection policy)
• Ensure that the premises, furniture and equipment is safe and suitable for purpose
• Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs
• Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children
We endeavour to meet all these requirements.
All staff involved with the EYFS aim to develop good relationships with all children, interacting positively with them and taking time to listen to them. In both Nursery and Reception, the children are organised into ‘Keyworker’ groups to provide quality time for adult and child interaction in a smaller group.
At Stoke Primary School we recognise that children learn to be independent learners from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.
Parents as Partners
We recognise that parents are children’s first and most enduring educators and we value the contribution they make. We aim to build on this by:
• Providing an induction meeting for all new Nursery and Reception parents the term before their child starts school
• Visiting new Nursery children in their home setting prior to their starting school. From September 2018, the Nursery teacher will be recording findings from a child’s ‘2 Year check’ during this visit
• Visiting new Reception children in their current setting prior to starting school
• Giving parents and children the opportunity to visit the school setting prior to starting school
• Providing daily opportunities for parents to engage with Key workers or Teachers in Nursery and Reception
• Providing opportunities each term for parents to discuss in more detail children’s progress through Parent Assertive Mentoring meetings in Reception and Nursery
• Providing each half term ‘Parent Stay, Play and Learn’ sessions in Nursery and in Reception
• Sharing special events throughout the year such as assemblies and sports days
• Building links with the wider community to help support both children and parents
• Developing the role of the ‘Learning Journal’, and providing parents regular access and an opportunity to contribute to these
At Stoke Primary we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable ‘next steps’ activities and experiences to extend the children’s learning.
In both the Nursery and Reception classes the learning environment is organised to allow children to explore and learn securely and safely.
The environment is organised in order to help children find and locate equipment and resources independently. Both Nursery and Reception have their own outside area, where learning across the seven areas is supported. We continually review the environment to ensure that it meets the changing needs and interests of all the children.
Learning and Development
At Stoke Primary we recognise that children learn and develop in different ways and at different rates.
Areas of Learning
The EYFS is made up of seven areas of learning. Three Prime Areas and four Specific Areas:
1. Personal, Social and Emotional Development
2. Physical Development
3. Communication and Language
3. Understanding the World
4. Expressive Arts and Design
All areas of learning are delivered through a balance of adult led, adult supported and child initiated activities.
Learning through Play
We recognise that through play children often make sense of the world around them and therefore in Stoke Primary play underpins the Early Years Foundation Stage curriculum. Children are able to explore, make connections and put forward their ideas and thoughts in a safe and secure environment. Staff recognise their role as facilitators and support children’s learning in a variety of contexts. The children are involved with both group and individual play, some initiated by adults and some by children. Children are able to take risks and make mistakes, and learn from them.
Observation, Assessment and Planning
In the Early Years Foundation Stage we plan using Long, Medium and Short term planning. Long term plans take into account themes and festivals, the needs of the children at different times of the school year such as induction and transition and seasonal changes. Medium term planning is made on a thematic approach. Short term planning responds to the needs of groups of children and individuals, developing interests and providing next steps in learning.
We make regular assessments of children’s learning and we use this information to ensure that future planning reflects children’s Next Steps. Assessment in the EYFS takes the form of observation, and this involves the teacher and other adults as appropriate. These observations are recorded in children’s individual ‘Learning Journals’. The Learning Journal can also contain information provided by parents and other professionals.
In the EYFS we use iTrack as an assessment tool to record children’s progress against the stages of development (EYFS Development Matters Sept. 2012). This information is shared with parents and EYFS staff in Nursery and Reception.
Within the final term in Reception, we provide a written summary to parents, reporting their child’s progress against the seven Early Learning Goals – Emerging, Expected or Exceeded (EYFS Profile 2017 Handbook, October 2016). We also report on the Characteristics of Learning of each child (EYFS Profile 2017 Handbook, October 2016). We then give a reasonable opportunity for the parents to discuss these judgements with their child’s Reception teacher.
Our admissions procedure for both Nursery and Reception follows Coventry City Council’s School Admission Policy, a detailed copy of which can be obtained from our school office.
Monitoring and Review
This policy is reviewed by the governing body, and will be reviewed in the Spring term of 2020.