Rowandale Integrated Primary School Play Policy (Curriculum)

Transcription

1 Rowandale Integrated Primary School Play Policy (Curriculum) Rationale Play that is well planned and pleasurable helps children to think, to increase their understanding and to improve their language competence. It allows children to be creative, to explore and investigate materials, to experiment and to draw and test conclusions.such experience is important in catching and sustaining children s interest and motivating their learning as individuals and in co-operation with others Starting with Quality, The Rumbold Report Page 1 of 8

2 We as Foundation/KS1 teachers at Rowandale Integrated Primary School believe that play/activity based connected learning enables children to use their initiative, develop their confidence and self esteem, explore, be imaginative and creative, socialise, experience success and develop positive attitudes to learning. We will introduce knowledge, develop skills and reinforce attitudes through carefully planned play/activity based learning. We will encourage motivation, perseverance, concentration, co-operation, reflection, autonomy and enjoyment as the key elements of being a successful learner. Opportunities will be provided in the Foundation Stage/KS1 for both free (child initiated) and directed play. Activities/experiences will be planned to meet the requirements of the Revised NI Curriculum (2003). Page 2 of 8

3 Aims of play To encourage self confidence, self control and co-operation with others. To develop a range of social skills sharing, taking turns, co- operation and working as part of a group. To stimulate curiosity through exploration and investigation. To encourage problem solving. To encourage creativity and imaginative thought. To provide opportunities for children to develop physical skills and coordination. To encourage the development of literacy, numeracy and scientific skills and concepts. To help children develop and awareness of the feelings, opinions and needs of others. To increase attention span and the ability to concentrate. To encourage, respect, and care for classroom resources and recognise the importance of class rules and routines. To provide developmentally appropriate opportunities during play for children to take responsibility and make choices and decisions. To work in partnership with parents to support each individual child and to ensure that no child is disadvantaged or excluded. To encourage a positive attitude to learning through rich and stimulating experiences both indoors and outdoors. To provide experiences that build on what the children already know. To effectively manages the balance between the need to offer risk and the need to keep children safe from harm. Page 3 of 8

4 Contexts for Learning and Teaching Year 1 and Year 2 classrooms are used for indoor play and the playground is a shared area for outdoor play. In addition to the skills developed during indoor play, outdoor play involves extending children s skills with large wheeled toys and small apparatus in a paved and grassed area. Many activities including sand play, water play, role-play, painting, small world toys, construction kits etc can take place both indoors to outdoors. Areas of play Within the classrooms the areas include: Role play, Construction, Sand/water, Small World, Creative, ICT and Craft/dough/pliable. Children have the opportunity to choose from the activities available using a schedule. Planning Play activities are topic based and are changed each half term. Topics are accessible to all children and reflect children s home, community and cultural experiences. It is child centred allowing children to play at their own level of development and enabling them to self direct their play. Our staff use a timetable to put out different equipment on a weekly basis as required. Half-term planning is communicated to parents with suggestions of how to support their child. Planning meetings will be scheduled at on a Friday morning. Where possible all staff involved in the planning and delivery of play will be present. Plans will be written on a half-termly basis and on a weekly basis.any weekly plans need to be flexible enough to adapt each day in response to children s learning needs and interests. Page 4 of 8

5 Curriculum areas Language and Literacy Mathematics and Numeracy The world around us ICT Religious Education Personal Development and Mutual Understanding The Arts Physical Development Adult Role The adult role during the play sessions is 1. To support children s learning, 2. To be able to judge when it is appropriate to become involved in the play that is taking place and 3. To know when to simply observe and let the children take the initiative. All adults involved in the play sessions will be expected to be aware of and act on the following: check that all indoor and outdoor areas are safe for all children; make sure children know the rules and the boundaries; be consistent when applying rules; six step conflict resolution method will be used to resolve conflict during play sessions; observe children during play; selectively and sensitively intervene during play; scaffold the child s learning in order that the learning experience is enhanced; welcome and value children as individuals; and understand that children can sometimes unleash powerful feelings in their play and be sensitive and responsive to cues that they may need comfort and reassurance. Page 5 of 8

6 Time Allocation The uninterrupted time is essential if play is to develop and grow into real long lasting learning. Children need substantial periods of uninterrupted time to become engrossed in their own play. In the Foundation Stage children play for four hours per week 9:30-10:30. Within KS1, Year 3 plays for approximately three hours per week 9:30-10:30. The children will use the high/scope Plan Do Review to carry out their play activities. Plan - The child will tell the rest of the class what he/she is planning to do that day during the play session. Do -the child will carry out that activity or task. Review the child will show and tell the rest of the class what he/she has made or constructed. Resources: All resources are clearly labelled and accessible to children. These resources are regularly assessed and replaced as and when necessary. Children will be encouraged to access resources independently to tidy up at the end of play sessions. There is provision for right and left-handed children. Resources are stored mainly within Year 1 and Year 2 classrooms. Health and Safety: Equipment is sterilised on a weekly, monthly basis and at the end of term. Sand is changed half-termly and water is changed daily. Homemade play dough is replaced weekly. Equal Opportunities: The implementation of the anti bias curriculum will ensure that children have access to resources that reflect their cultural heritage in role-play and also reflect interest for both genders. Additional Needs Adult support is provided as and when required by the child and/or activity. The rooms are arranged to enable equal access. All staff will be aware of the needs of the children within the play sessions through the planning and consultation with the play co - ordinator. Page 6 of 8

7 Assessment, Recording and Reporting Daily observations are noted on observation sheets which are used to inform future planning and to record each child s development and progress. These will be discussed at the weekly play meetings. Observations may be reported to parents when necessary to do so. Play observations include: The types of play expressed by the children Relationships between children and between children and adults The play environment in use, including the range of environmental and resource features Children's spontaneous expression of enjoyment and achievement Children's changing use of the space and resources from day to day Policies and working procedures, including lines of accountability on safety, behaviour and risk management The expression of the Play Policy values in the provision offered Consultation processes undertaken with children Parental Involvement: The importance of play is stressed to parents at their induction visit to the school and is included in the Learning for All booklet given to new parents. Parents and family members are encouraged to support topics through sending resources into school or visiting the class to share their knowledge or experience in a particular topic being explored. Staff Development: Staff have the opportunity for on-going training through courses, inset and cluster meetings provided by the South Eastern Board. The play co ordinator will disseminate best practice during play meetings to all staff. Page 7 of 8

8 The Role of the Co-ordinator Mrs Duffy is currently the play co ordinator for the Foundation Stage at Rowandale. She is responsible for: the overall planning, organisation and implementation of play in Year 1,2 and 3; the managing of all adults in the workroom; the organisation of weekly meetings with play staff ; mentoring of staff; resourcing play requisition; parent meetings; staff development and personal development; administration; and ensuring health and safety measures are adhered to at all times. Confidentiality All observations and records of children must be kept confidential. All staff will be made aware of the school s confidentiality policy and this will be adhered at all times. Developed by: Education, Pastoral and Admissions Committee Date ratified: August 2009 Date for review: August 2011 Page 8 of 8