EYFS policy (Early Years Foundation Stage)

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1 St Joseph s Catholic Primary School Living, learning and loving with the Lord EYFS policy (Early Years Foundation Stage) Headteacher : Mr D Williams, Signed Date Subject Manager : Mrs Siân Pearson, Signed.. Date Policy reviewed and updated by: Mrs Sian Pearson, January 2014 Policy review date: Jan 2016

2 Mission Statement St Joseph s Catholic Primary School, Huddersfield Living, learning and loving with the Lord Through the grace of God, the purpose of St. Joseph s School is to inspire and guide our children, as they grow into the next generation by: being a Catholic community where, with Christ at the centre, the gospel teachings of care, respect and forgiveness are at the heart of our daily life; fostering a welcoming, happy and safe school with a strong sense of pride within our Christian family; discovering the potential of each child and supporting them to reach it, in order to become confident, responsible and successful members of St. Joseph s School, church and society; encouraging everyone in school to respect the diversity and uniqueness present in our school and other cultures; seeking to be an active partner in developing opportunities for involvement and charitable work in our local parishes and the community, the country and world. We seek to do this by: Valuing the God- given potential of everyone through: the nurturing of spiritual and emotional development; high expectations of academic potential; emphasis upon personal responsibility, leading to respect for all. Providing an environment that is: open and welcoming to all; supportive of independence and risk taking in learning; stimulating and encouraging. Valuing and cherishing all, through: celebrating individual and group achievement; encouraging love and kindness towards others; meaningful Collective Worship 2 S t Joseph s EYFS policy

3 Contents 1. Early Years Foundation Stage Definition 2. Aims for the children in the Early Years inclusion 3. Learning and Development in the EYFS The Three characteristics of effective learning and teaching The seven areas of learning in the EYFS 4. Planning 5. Organisation of the Learning Environment and Staffing session times organisation of the classes 6. Whole School Activities 7. Admissions and Transition 8. Assessment, Recording and Reporting 9. Safeguarding welfare risk assessment of provision child collection procedures 10. Positive Relationships 11. Policy Monitoring and Review 3 S t Joseph s EYFS policy

4 1. Early Years Foundation Stage Definition This policy was written after discussion within the Early Years phase. It outlines the purposes, nature and management of Early Years education at St Joseph s Catholic Primary School. Within this document the terms Early Years or Foundation Stage are used to describe all the children between 3 and 5 years who attend the Nursery and Reception classes. Every child deserves the best possible start in life and support to fulfil their 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 its 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 that provision will keep their child safe and help them to thrive. The Early Years Foundation Stage framework (EYFS) is the framework that provides that assurance. St Joseph s Early Years Foundation Stage uses the following: EYFS 2008(1.1) Framework for the Early Years Foundation Stage 2012: Setting the standards for learning, development and care for children from birth to five (This publication is available at ) Development Matters in the Early Years Foundation Stage (EYFS) 2012: non- statutory guidance material to support practitioners in implementing the statutory requirements of the EYFS. The EYFS is based around four Themes: Each Theme is linked to an important Principle: A Unique Child: Every child is a competent learner from birth who can be resilient, capable, confident and self- assured. Positive Relationships: Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Enabling Environments: The environment plays a key role in supporting and extending children's development and learning. Learning and Development: Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and inter- connected. (The Early Years Foundation Stage; Practice Guidance Crown 2007)

5 2. The importance of play in the EYFS Children s play reflects their wide ranging and varied interests and pre- occupations. In their play children learn at their highest level. Play with peers is important for children s development. Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand 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. 3. Aims for the children in the Early Years We have agreed to adopt the principles from the Early Years Foundation Stage Statutory Framework:! Effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements. We aim to provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for future learning and development in Key Stage 1 and beyond Well planned, purposeful activity and appropriate intervention by practitioners that will engage children in the learning process. There should be opportunities for children to engage in activities planned by adults and those that they plan or initiate themselves. Practitioners must be able to observe and respond appropriately to children informed by a knowledge of how children develop and learn Play underpins the delivery of all the EYFS. Children will have the opportunity to play indoors and outdoors. It is through play that children develop intellectually, creatively, physically, socially and emotionally. Practitioners should support children to learn with enjoyment and challenge by providing well- planned, purposeful play in all areas of learning and development both indoors and out. Practitioners should ensure that all children feel included, safe and secure and valued. Early years experience should build on what children already know and can do. No child should be excluded or disadvantaged. Practitioners should be sensitive to the needs of the child, including children with additional needs ensuring that they provide experiences for all children, whatever their needs, which are inclusive rather than parallel Parents and practitioners should work together in an atmosphere of mutual respect For children to have rich and stimulating experiences, the learning environment should be well planned and well organised. Practitioners should provide a safe, challenging, stimulating, caring and sharing environment which is carefully structured (recognising different starting points; relevant to levels of need; indoors and outdoors) Above all, effective learning and development for young children requires high quality care and education by practitioners

6 Inclusion As a Catholic school, Christ is at the centre of all we do, working in line with our school mission statement: Living, learning and loving with the Lord. We value the diversity of individuals within the school and do not discriminate against children because of differences. All children at St Joseph s Catholic Primary School are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school. In our EYFS we believe that all our children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children s range of life experiences when planning for their learning. In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve 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. 4. Learning and Development Characteristics of effective teaching and learning Learning in the EYFS is based on three characteristics of effective teaching and learning. These are: playing and exploring - children investigate and experience things, and have a go ; active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things. There are seven areas of learning and development that must shape the educational program in our early years setting. All areas of learning and development are important and inter- connected. The seven areas of learning in the EYFS The three prime areas of Learning Three areas are particularly crucial for igniting children s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: communication and language; physical development; and personal, social and emotional development. 6 S t Joseph s EYFS policy

7 The four specific areas of Learning We must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: literacy; mathematics; understanding the world; expressive arts and design. None 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. In each area there are Early Learning Goals (ELG's) that define the expectations for most children to reach by the end of the EYFS. 5. Planning, observation and teaching style A common medium term planning format has been developed to be used in both nursery and reception. Through this planning, the EYFS staff, in nursery and reception, will plan objective- led activities, in line with the Development Matters statements and the Early Learning Goals, to ensure maximum and effective opportunities for the children s development and learning. Short term and weekly plans are specific to each year group, highlighting the opportunities for learning in each area of the curriculum. We make regular assessments of children s learning and we use this information to ensure that future planning reflects identified needs. This assessment is based on a document called Develop Matters and allows us to track children s progress. Assessment in the EYFS takes the form of observation, and this involves the teacher and other adults as appropriate. We also keep information provided by parents and other settings etc. Our policy on teaching and learning defines the features of effective teaching and learning in our school. Features that relate to the EYFS are: 6. Organisation of the Learning Environment and Staffing 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. ( Early Years Foundation Stage, Department for Children, Schools and Families, 2007) The EYFS learning environment is organised to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The environment is set up in learning areas, where children are able to find and locate equipment and resources independently. The EYFS has an outdoor quad area which is secure to the outside. This has a positive effect on the children s development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children the opportunity to 7 S t Joseph s EYFS policy

8 explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning. The EYFS environment at St Joseph s is split into 3 class bases. The Nursery is a single class based environment, with access to outdoor provision. The Reception classes are run as a double space for the reception children. In both year groups, provision is freely accessible, with distinct areas of provision for learning opportunities. Session Times All children must be accompanied to and from school by an adult. Children are only released at the end of the session to a designated adult. (please refer to #14 child collection procedures for more information). Nursery Session begins 8:55am (doors open 8.45am) Reception Session begins 8:55am (doors open 8.45am) Session ends 12 noon Lunchtime 12:00 1:00 pm Session ends 3:15 pm Organisation of the classes Nursery There is currently a 26 place morning nursery, staffed by a Teacher and Nursery Nurse each morning. The teaching role is shared between two part- time teachers. Reception There is one intake of up to 50 reception children in September. 7. Whole School Activities The children in the Nursery join Reception and KS1 on special occasions and celebration assemblies in the KS1 Hall once the teaching staff feel they are ready. The Reception children participate in Key Stage 1 Collective Acts of Worship and celebration assemblies from Autumn term 2. Nursery and Reception children have PE lessons in the KS1 hall. Reception children change into PE kits from January Spring term 1. Reception children visit church for the Carol Service in Advent and the final whole school Mass of the year. 8 S t Joseph s EYFS policy

9 8. Admissions and Transition Children are admitted to the nursery and reception in line with the School Admissions policy (available on request) 9. Safeguarding It is important to us that all children in the EYFS are safe. We aim to educate children on boundaries, rules and limits and to help them 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. We aim to protect the physical and psychological well- being of all children. Welfare 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 St. Joseph s Catholic Primary School in EYFS we understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 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. 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. 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. The EYFS child protection falls within the remit of the whole school policy. School Designated Safeguarding Personnel: Mr D Williams (Headteacher) Mrs Norlene Walsh (SENCo) Mrs L Rundle (Deputy Headteacher) For further information and details please see St Joseph s school Child Protection Policy 9 S t Joseph s EYFS policy

10 Risk assessment of provision All areas of the provision, indoor and outdoor, will be assessed against the possible risks involved, using the agreed risk assessment form. This will be reviewed as provision is changed and on a regular yearly basis. All teaching staff will be involved in the forming of the risk assessments and all practitioners will be made aware of the results of the risk assessment. Risk assessments will be available within the EYFS. Outdoor provision will be checked daily for safety by a member of staff and a record will be kept. Nursery: Child collection procedures On entry to Nursery, parents and guardians are asked to provide details of the designated people for collecting the children at 12pm. This information is stored within the ALL ABOUT ME book. A separate quick glance list will be stored within the setting. If a child is to be collected by a person other than the ones specified, the parent / guardian must share this with the teaching staff when dropping the child off, or ring the school office. Reception: A letter will be distributed at the beginning of the school year, which requests the names of 3 designated people to collect the children from the school. This list will be stored within the setting. Children will be taken onto the KS1 playground by the teacher; children will stay behind the railing until the teacher sees the designated adult on the playground. If a child is to be collected by a person other than the ones specified, the parent / guardian must share this with the teaching staff when dropping the child off, or ring the school office. 10. Positive Relationships At St. Joseph s Catholic Primary School we recognise that children learn to be strong and independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families. We recognise that parents are children s first and most enduring educators and we highly value the contribution that parents make. We recognise the role that parents have played, and their future role, in educating the children. We do this through: talking to parents about their child before their child starts in our school; inviting parents of new nursery children to a parent consultation time within the first week of school to discuss any matters in private and to allow the child to access the provision in nursery. 10 S t Joseph s EYFS policy

11 the children have the opportunity to spend time with their teacher prior to starting in our EYFS school during our visit days; inviting all parents of new nursery and reception children to a meeting in the summer term to explain the setting and welcome them to the school; offering parents regular opportunities to talk about their child s progress; encouraging parents to talk to their child s teachers about any concerns they may have; arranging a range of activities throughout the year that encourage collaboration between child, school and parents. For example, fund raising days, themed activity days, sports day, and a nativity, to which all family members are invited; sending home Bear books in Nursery and What I did at home sheets in reception; holding two formal reception parents consultations per year (Autumn and Spring term) at which time the teacher and parent discuss the child s progress and development. providing parents with a formal end of year report alongside a folder of work, books and a CD of photographs to share at home. 11. Policy Monitoring and Review This policy will be reviewed following a 3- year Policy Review Cycle or when there are significant changes to the curriculum that warrant it. It may also be reviewed earlier should it no longer comply with school practice or the legal requirements of schools. 11 S t Joseph s EYFS policy

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