We care, We share, We help oneanother

St Bede’s Primary School

Early Years Foundation Stage Policy
Date / Review Date / Coordinator / Nominated link Governor
4.11.17 / 4.11.18 / Ms Casey / Mr Gallagher

Mission Statement

To enable each individual child within our school to develop to their full potential, using the talents that they have been given. To recognise their own worth as well as their role within the wider community.

Introduction

“Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.”

(Statutory Framework for the Early Years Foundation Stage, 2014, p05)

The Early Years Foundation Stage (EYFS) applies to children form birth to the end of the Reception year. At St Bede’s, our provision covers a 26 place morning nursery for children aged 3-4 years (15 hours per week) and a 30 place Reception class for children aged 4-5 years.

Research has shown that in order for children to develop to their full potential in the early years, equal emphasis should be placed on social and cognitive education. The EPPE Project states,

“Effective Pedagogy includes interaction traditionally associated with the term ‘teaching’, and the provision of instructive learning environments and ‘sustained shared thinking’ to extend children’s learning.”

(EPPE 2004, p1)

St Bede’s Early Years Department follows this philosophy within our Nursery and Reception classes. We follow the Early Years Foundation Stage Statutory and Practice Guidanceand Development Matters document in order to provide high quality teacher-led and child-initiated activities. A rolling programme of topics as well as flexible planning that allows staff to take children’s own interests into account, enables children to learn through focused teaching activities, purposeful play, child-initiated activities and an interactive learning environment both indoors and out.

The EYFS is based upon four themes:

  • A Unique Child
  • Positive Relationships
  • Enabling Environments
  • Learning and Development

A Unique Child

At St Bede’s we recognise that, “Every child is a unique child who is constantly learning and can be resilient, capable, confident and self-assured..” (Development Matters in EYFS, DfES 2012).

Child Development

We understand that children learn and develop in many different ways and that they enter school with a wealth and variety of experiences. We seek to build on these experiences through a constantly developing knowledge of child development, close relationships with parents and the implementation of a broad and balanced curriculum.

Inclusive Practice

We value and respect the diversity of individuals and communities. No pupil or their family will be excluded or disadvantaged because of ethnic origin, culture, religion, family background, special educational need, gender or ability.

Learning experiences and activities will be offered in different ways and through different media. Regular observation and assessment will inform future planning and provide opportunities for differentiation.

If a child is identified as having a special need (physical, social, emotional or intellectual) he/she will be observed and placed as appropriate on the special needs register. St Bede’s has developed strong relationships with outside agencies such as Autism Outreach and the Speech and Language team. Their expertise and advice is used to inform planning for children with specific needs.

Keeping Safe

At St Bede’s we understand the vulnerability of young children and we seek to protect their physical and psychological well-being at all times. We aim to educate children on boundaries, rules and limits and help them to understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards.

Health and Well-being

We understand that “children’s health is an integral part of their emotional, mental, social, environmental and spiritual well-being and is supported by attention to these aspects.” (EYFS Principles into Practice Card 1.4, 2007). At St Bede’s we comply with the welfare requirements of the EYFS Statutory Framework in that we:

  • Promote the welfare of the children
  • Promote good health, preventing the spread of infection and taking appropriate action when children are ill
  • 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 have unsupervised access to them are suitable to do so
  • Ensure that the premises, furniture and equipment are safe and fit 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.

Positive Relationships

At St Bede’s we aim to help “Children learn to be strong and independent through positive relationships.”(Development Matters in EYFS, DfES 2012).

Respecting Each Other

We recognise the importance that both pupils and parents are valued for who they are and that differences are appreciated, whatever their personal, intellectual, ethnic, cultural or religious background. We aim to develop caring, respectful and professional relationships with children and their families.

Parents as Partners

We understand that “Parents are children’s first and most enduring educators” (EYFS Principles into Practice Card 2.2, 2007) and that by working together with families, staff will impact positively on children’s learning and development. We aim to develop parental ‘voice’ through:

  • Thorough transition arrangements from home to nursery and from nursery to reception
  • Offering home visits to Nursery and Reception children prior to starting at St Bede’s.
  • Offering parents regular opportunities to talk about their child’s progress and allowing free access to the children’s ‘Learning Journal’
  • Encouraging parents to talk to staff before and after sessions on an informal basis
  • Encouraging parents to provide evidence of ‘success at home’ that their child may have enjoyed which then helps to inform their ‘Learning Journal’
  • Regular formal ‘parents meetings’ to discuss progress and an end of year report
  • Arranging a range of activities throughout the year that encourage collaboration between child, school and parents: class assemblies, sports day, fundraising, school plays etc.

Supporting Learning

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.

Key Person

At St Bede’s the class teacher acts as ‘Key Person’ to the children in Nursery and Reception, supported by the Learning Support Assistants. In order to further nurture strong relationships between children and staff, children are placed into smaller ‘family groups’ within their class. This allows for group times such as news, snack and story to be shared in a more intimate way and enables the staff to spend time getting to know the children in their care.

Enabling Environments

At St Bede’s we strongly believe that, “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.”(Development Matters in EYFS, DfES 2012).

Observation, Assessment and Planning

Each child is valued as an individual. For this reason, all planning starts from observations of their current interests, development needs and learning.

On entering Nursery and Reception, children are observed closely for the first half term and the data and observations are collected on our assessment app, 2simple and recorded to form individualbaseline overview records. The record is continually renewed and added to throughout Nursery and Reception and evidence is collected in the form of a ‘Learning Journal’ and online observations. Through the app, data for each child is stored in order to track their progress towards the Early Learning Goals. A summary profile is completed against the 13 scales of the EYFS for each child reaching the end of Reception. This is then used to inform parents and Year 1 teachers about each child’s progress and learning needs.

The planning within the EYFS follows long term ‘Continuous Provision’ provided through a range of workshop areas both indoors and outdoors; medium term topic work based on a two-year cycle of topics; and short term plans which build on observations and assessments of individual children as well as provision for any particular interests or ideas that have evolved from the topic work.

The cycle of topics is as follows:

Year One
Autumn / Spring / Summer
Ourselves / Fairy Tales / Minibeasts
Celebrations / Toys / Journeys
Year Two
Autumn / Spring / Summer
People who help us / Weather / Homes
Festivals / Transport / Animals

Supporting every child

The learning environment supports every child through planned experiences and activities that are challenging but achievable. We provide a balance of teacher-led and child-initiated activities within the setting, with an emphasis on developing communication and co-operation. The interaction of adults in children’s play is of great importance as it is through this interaction that the practitioners can model behaviour, promote skills, attitudes and understanding and monitor progress.

The Learning Environment

At St Bede’s we believe that, “a rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.” (EYFS Principles into Practice Card 1, 2007).

Both the Nursery and Reception classrooms are organized into workshop areas including: mark-making, malleable materials, water, sand, role play, art, investigation, reading, maths, ICT and music. It is through provision of high quality activities within these areas that the children engage in the curriculum. The areas are organized to allow the children to explore and learn securely and safely. Use of the outdoor areas are planned for everyday. All seven areas of learning of the EYFS are provided for here in workshop areas akin to those indoors. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children time to explore, use their senses and be physically active and exuberant.

The Wider Context

We understand the importance of working in partnership with other settings, professionals, individuals and groups in the community to support children’s development and progress towards the outcomes of ‘Every Child Matters’: being healthy, staying safe, enjoying and achieving, making a positive contribution and economic well-being.

Transition from Home to Nursery, Nursery to Reception and Reception to Year 1 is seen as a long term process rather than a short term event at St Bede’s. In the second half of the summer term the children and their families begin a carefully planned programme of home visits, class visits, ‘stay and play’ sessions and parent-teacher meetings in order to make transitions to new environments as smooth as possible. Special emphasis is placed on effective communication between school, parents and different settings in order to ensure continuity of learning during times of change.

There are times when children and their families may require support from other agencies outside the school setting. At St Bede’s we understand the importance of working with a range of practitioners from different services (e.g. outreach workers, health or social care professionals, librarians, school nurse etc) in order to appropriately address each child’s particular needs.

Links with the local community are both valued and sought after at St Bede’s. The children will often be engaged in activities which take them into the local community e.g. visiting the local shopping centre, exploring local buildings, visiting church etc. Similarly, members of the local community are often invited into school to share their expertise e.g. helping plant vegetables in the garden or reading stories to the children during book week.

Learning and Development

At St Bede’s we recognize that, “Children develop and learn in different ways. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.”(Development Matters in EYFS, DfES 2012).

Play and Exploration

“Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.” (EYFS Principles into Practice Card 1, 2007).

Through play our children explore and develop learning experiences which help them to make sense of the world. They practice and build up ideas and learn about self-control and the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.

At St Bede’s we value play as the main mode of learning in the early years. Although we believe that play often comes naturally and spontaneously to most children, we also believe that sensitive adult intervention is imperative in order to challenge, extend and deepen children’s play. We will aim to do this through:

  • Sensitive observation and appropriate interaction
  • Provision of a stimulating environment and a wide range of quality, open-ended resources
  • Giving appropriate time and space for play
  • Showing that we value children’s play by using it as a spring board for further planning and extension activities

Sometimes play is:

  • “freely chosen by the child, and is under the control of the child.” (DCSF 2009, p10)
  • Child-initiated in that it is “wholly decided upon by the child, based on the child’s own motivation, and remains under the child’s control” (DCSF 2009, p12)
  • Adult-led activities that are “playful – with activities presented to children which are as open-ended as possible, with elements of imagination and active exploration that will increase the interest and motivation for children.” (DCSF 2009, p13)

Active Learning

We understand that “children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.” (EYFS Principles into Practice Card 1, 2007).

Through a balance of open-ended child- and adult-initiated activities and a strong focus on practical and exciting experiences, we seek to foster children’s positive attitudes towards learning. At times there will be reason to provide focus tasks based on development of particular skills e.g. phonics, cutting skills, number recognition etc, however, we will always seek to make these tasks as ‘playful’, challenging and interesting as possible. The children will also be encouraged to work individually, in pairs, in small groups or as a whole class, with a great emphasis placed on communication and co-operation.

Creativity and Critical Thinking

At St Bede’s we understand that being creative involves the whole curriculum. We know that “when children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things.” (EYFS Principles into Practice Card 4.3, 2007).

We regard ‘sustained shared thinking’ as a key method in supporting and challenging children’s thinking as we know that “adult support in this process enhances their ability to think critically and ask questions.” (EYFS Principles into Practice Card 4.3, 2007). We seek to specifically plan for and respond to unforeseen opportunities to engage in ‘sustained shared thinking’ activities with the children on a regular basis.

Areas of Learning and Development

The EYFS is made up of seven areas of learning which make up the skills, knowledge and experiences appropriate for children as they grow, learn and develop. They are broken down intoPrime areas of Learning and Specific areas of Learning. Children require the Prime areas in order to achieve the Specific areas. Prime areas are fundamental, work together, and move through to support development in all other areas.Specific areas include essential skills and knowledge for children to participate successfully in society. (Development Matters in EYFS, DfES 2012). These areas are:

Prime Areas

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

All of these areas are interconnected and of equal importance. At St Bede’s they are delivered through a balance of adult-led and child-initiated activities which take into account children’s previous experience, interests and learning needs.

Each area of learning has particular requirements:

• Communication and language development “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.” (Statutory Framework for the Early Years Foundation Stage, 2014, p08)

• Physical 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.” (Statutory Framework for the Early Years Foundation Stage, 2014, p08)