ALL SAINTS CHURCH OF ENGLAND PRIMARY SCHOOL Early Years Foundation Stage Policy

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1 ALL SAINTS CHURCH OF ENGLAND PRIMARY SCHOOL Early Years Foundation Stage Policy Introduction: The Reception classes at All Saints School are guided by the Statutory Framework for the Early Years Foundation Stage (EYFS) which is mandatory for all Early Years providers, including maintained school. This document sets the standards for learning, development and care for children from birth to the end of their Reception year in school. Every child deserves the best possible start in life and the support that enables them to fulfill their potential.the EYFS sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe..and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life (Department for Education, March 2012) In our school, Reception children join us at the beginning of the school year in which they are five. (Compulsory schooling begins at the start of the term after a child s fifth birthday.) Key Stage 1 begins for our children at the beginning of Year 1. The Early Learning Goals set out what is expected of most children by the end of the Foundation Stage. Aims: At All Saints School we embrace the Early Years Foundation Stage as important in its own right. It recognises the significance of childhood and caters for the developmental needs of the youngest children in a Primary School. We aim to fulfill the statutory requirements whilst establishing a positive attitude to learning, thereby providing the children with the best possible start to their education in our school. Some features of good practice that underpin the EYFS and will be used to support our aim include: Establishing a trusting partnership between teachers and parents, so that our children feel secure at school and develop a sense of well-being and achievement the understanding that teachers have of how young children develop and learn, and how this influences their teaching a range of approaches that provide first-hand experience, give clear explanations, make appropriate interventions and extend and develop play, and talk or other means of communication a carefully planned curriculum that helps children work towards the Early Learning Goals throughout the EYFS the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities the encouragement for children to communicate and talk about their learning, and to develop independence and self-management the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment the identification of children s progress and future learning needs using observations contributed by all the adults involved with them Principles: The principles which guide the work of all EYFS practitioners are based upon four overarching principles which are: A Unique Child Positive Relationships Enabling Environments Learning and Development 1

2 A Unique Child At All Saints School we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We understand that children learn and develop in individual ways, and we employ a range of teaching styles to support them. Children s attitudes and dispositions to learning are influenced by feedback from others so we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. The Early Years Foundation Stage is fully committed to the school s Equal Opportunities Policy through the curriculum it delivers and in all areas of school life. Inclusion We value the diversity of individuals within the school and do not discriminate against children because of differences. All children at All Saints School are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school. The school s Special Needs policy is co-ordinated and supported in the classroom by the SENCOs, Mrs M Cragg and Mrs C Kilday. Specialist help from outside agencies such as Speech and Language Therapists, Autism Outreach Teachers, Health Service, LA Teaching and Learning Advisors and the Educational Psychology Service gives further support. In our school we believe that all our children matter. We give them every opportunity to achieve their best 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. When assessing communication, language and literacy skills, Reception teachers must assess children s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. We meet the needs of all our children through: planning opportunities that build upon and extend children s knowledge, experience and interests, and develop their self-esteem and confidence; using a wide range of teaching strategies based on children s learning needs; providing a wide range of opportunities to motivate and support children and to help them to learn effectively; providing a safe and supportive learning environment in which the contribution of all children is valued; using resources which reflect diversity and are free from discrimination and stereotyping; planning challenging activities for children whose ability and understanding are in advance of their language and communication skills; monitoring children s progress and taking action to provide support as necessary. providing opportunities for children whose home language is not English to use and develop their home language in play and learning providing appropriate bilingual support Safeguarding and Welfare It is important to us that all children in the school are safe. We aim to teach children about 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. We believe children should be allowed to take risks, but must be taught how to recognise and avoid hazards. We aim to protect the physical and psychological well being of all children. (See Whole School Safeguarding Children Policy) At All Saints School we understand that we are legally required to comply with certain Safeguarding and Welfare requirements contained in section 3 of the Statutory Framework for the 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. 2

3 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. Whole school policies are in place to support our endeavours to meet all these requirements. In particular All Saints School has a fully comprehensive Safeguarding policy which names R. Hutchinson and D. Roberts as designated senior members of staff for Child Protection. We also have regard to the Government s statutory guidance Working Together to Safeguard Children, (a guide to inter-agency working to safeguard and promote the welfare of children - available on the DfE website). 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. (Department for Education, March 2012) Positive Relationships At All Saints School we recognise that children learn to be strong and independent through secure, positive 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 recognise the role that parents have already played, and their continuing role, in educating the children. We do this through: talking to parents about their child before their child starts in our school providing an informative booklet of information so that they can best support their child when starting school EYFS staff aim to visit all children in their home setting before they start school inviting children and parents to spend time with the EYFS staff before starting school during taster sessions inviting all parents to an induction meeting during the term before their child starts school. offering parents regular opportunities to talk about their child s progress in our reception class and encouraging them to share and contribute to their children s Learning Journey record books. encouraging parents to talk to the child s teacher/ key person whenever there are any concerns, as well as offering more formal parents meetings and providing written progress reports at the end of the school year. offering a range of activities that support the involvement of parents and encourage two-way flow of information inviting parents to curriculum workshops to see and take part in the kind of activities that the children undertake in the reception class. arranging a variety of activities throughout the year that encourage collaboration between child, school and parents: parent workshops, class assemblies, sports Day, trips/visits etc.. Key Person 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. However, each child is also assigned a Key Person who will take particular responsibility for their key children in terms of liaising with parents, recording relevant information and generally overseeing their welfare and development. When children begin school this role is explained to parents and they are introduced to their child s Key Person. 3

4 Enabling Environments At All Saints School we recognise that the environment plays a key role in supporting and extending children s development. By observing the children and assessing their interests, development and learning, we can plan challenging but achievable activities and experiences to extend the children s learning. The Learning Environment The EYFS classroom 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. Learning areas are set up, where children are able to find and locate equipment and resources independently. This has a positive effect on the children s development, building confidence and self-esteem. Designated areas offer opportunities for doing things in different ways and on different scales. They offer the children the opportunity to explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors everyday. This helps the children to enjoy and achieve in all areas of learning and development. Risk Assessments When assessing the Foundation Unit learning environment both indoors and outdoors, reference will be made to the school s Health and Safety Policy to ensure that all aspects of the premises and security have been considered and systems are in place for identifying, reporting and dealing with perceived hazards. A risk assessment will be conducted and reviewed regularly. Aspects of the environment that need to be checked on a regular basis will be identified, with the regularity of such checks being determined by the assessed significance of specified risks. Learning and Development At All Saints School we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development and understand that they are inter connected. Each area of learning and development is implemented through planned purposeful play which includes a carefully balanced mix of adult-led and child-initiated activity. 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. Areas of Learning The EYFS curriculum is made up of seven areas of learning, which includes three Prime Areas: Personal, Social and Emotional Development Communication and Language Physical Development And four Specific Areas: Literacy Mathematics Understanding of the World Expressive arts and design The prime areas are initially given a strong focus as they reflect the key skills needed for effective learning and development in the future. It is likely that during the Reception year it will become appropriate to provide a more equal focus on all seven areas as children s skills become secure. However, if a child s progress in any prime area gives cause for concern, practitioners must discuss this with the child s parents and/or carers and agree how to support the child. EYFS staff will liaise with the school s SENCO to consider whether a child may have a special educational need or disability which requires specialist support. They may link with, and help families to access, relevant services from other agencies as appropriate, utilizing the CAF process if appropriate. Some characteristics of effective teaching and learning at the Early Years Foundation Stage include play, active independent exploration, creativity and critical thinking. Playing and Exploring Children s play reflects their wide ranging and varied interests and preoccupations, which in turn allows them to learn at their highest level. Play with peers is important for children s development, as is interaction with playful adults. 4

5 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. Active Learning 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. Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions and gain a sense of satisfaction as they take ownership of their learning. Creativity and Thinking Critically 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. Adult support in this process enhances their ability to think critically and ask questions. (Department for Education, March 2012) Children should be given opportunities to be creative through all areas of learning, not just through the arts. Adults can support children s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can freely access a wide range of resources and have appropriate freedom to move them around the classroom to extend their learning as they connect ideas. Religious Education In addition to the areas of learning which make up the EYFS curriculum we understand that the provision of Religious Education is also statutory for children in Reception classes. In line with EYFS principles our Church School respects each child as a unique being and plans opportunities which affirm children s religious and cultural identities. Whilst giving due regard to our Christian foundation, our teaching reflects the multi-faith nature of the community. The Cambridgeshire Scheme of Work, used throughout the school, includes a Foundation Stage element which dovetails with EYFS areas of learning. It has been set out so that the RE content is identified and ensured but has been designed to fit in with broader themes. This allows RE to be an integral part of the work planned across all areas of learning, using stories and building on children s life experiences such as celebrations to extend their knowledge and understanding of religious traditions. RE is particularly relevant to Personal, Social and Emotional Development and Understanding the World. Worship Whilst collective worship is also statutory it may initially be appropriate for the youngest children to come together in class or year groups, before being included in worship with older children in school when they are developmentally ready and if the content is judged to be appropriate to their level of understanding. In this way children will be encouraged to listen thoughtfully and have opportunities for calm reflection. An appropriate atmosphere can be created, for example by using music, to focus the attention of the children. Children will also have opportunities to participate, perhaps by sharing their achievements, as such occasions play an important part in promoting the ethos of the school, which is that all children are valued, and all achievements are recognised. Assessment We make regular assessments of children s learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes the form of observation, and this involves the teacher and all other adults as appropriate. These observations are recorded in children s individual Learning Journey booklets which may also contain information provided by parents and other settings. During the children s first half-term in school the teacher assesses the ability and learning dispositions of each child against the Early Years Foundation Stage Profile. Ongoing formative assessment informs planning and is used to update each child s profile electronically, termly. 5

6 In the summer term the EYFS Profile is completed and used to assess each child s level of development against the Early Learning Goals. Using this assessment tool the Reception teachers make a judgement as to whether each child is meeting expected levels of development, exceeding them, or is at an emerging stage of still working within stages of developmental towards the EYFS curriculum goals. This summative assessment is used to inform discussions with parents and year 1 teachers as well as being made available to the Local Authority. Medicines It is our policy that only medicine prescribed by a doctor that has to be administered four times a day may be brought into school but only if there is no alternative. The medicine must be in the original container with the child s name, contents and dosage instructions clearly labelled. Parents will be asked to complete a medication permission form before staff can administer it. Otherwise parents may come to school to administer medicine to their own child if they feel it is essential. Other medicines, tablets, throat sweets etc are not allowed. Special arrangements are made for children who use Epipens, inhalers and for other medical conditions. We expect parents to help us to keep an up-to-date asthma and medical conditions register in school. Illness If a child becomes unwell at school they will be assessed by a First Aider and any necessary action taken. The child will be reassured and ongoing observations made. A parent will be called to take the child home if it is felt necessary. We operate a 24 hour exclusion following the last bout of vomiting or diarrhea. There will always be at least one Paediatric trained first aider in the Reception Unit at all times who can advise on any first aid that is needed. A signed record of accident, injury, medication and first aid treatment administered is kept, and copies given to parents. A suitable first aid box will be maintained by the Early Years first aiders and will be available in the Reception Unit at all times. Nappy Changing/Toiletting In line with the Disabilities Discrimination Act no child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time. In such cases an individual care plan will be agreed and implemented. We recognise that we have duty of care towards children s personal needs and that the child s welfare and dignity are of paramount importance. We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgmental concern of adults. Children should be treated with dignity and respect by carers who are aware of the importance of helping them to develop as far as possible towards independence in personal care. (see Appendix 1-3 for changing procedures and record keeping) Uncollected Child In the event that a child is not collected by a responsible authorised adult at the end of a session/day the school puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. We will ensure that the child receives a high standard of care in order to cause as little distress as possible. We inform parents/carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for. We collect and record as much contact information as possible before children begin school and parents agree to update our records vigilantly as necessary. (See appendix 4 for Uncollected Child procedures) Missing Child In the unlikely event that we discover a child is not where they should be, an adult will make a quick search of likely places such as toilets and play areas. If the child is not found then the Headteacher will be informed and a thorough search of school premises will be made and appropriate questioning of people who may have information will be carried out. If it is clear that the child is not on the premises, parents will be contacted to 6

7 ascertain if they may have been collected by someone they know, who may not have followed the school s normal procedures. The next stage will be contacting the Police and their advice will be acted on. (See appendix 4 for Missing Child procedures) Roles and responsibilities The Early Years Foundation Stage Leader is responsible for the planning and implementation of a curriculum which satisfies the requirements of the Statutory Framework for the Early Years Foundation Stage. This will include: ensuring the safety and wellbeing of all the children in her care delivering quality teaching and learning complying with assessment and reporting arrangements ensuring that all members of the Early Years team receive the training necessary to support the needs of children at the Foundation Stage The Headteacher is responsible for: providing a high quality experience for children at the Foundation Stage of their education ensuring that all health and safety procedures are followed ensuring that all staff are aware of their responsibilities and receive appropriate supervision and training The Governing Body will: support the Headteacher and early years staff to comply with the Statutory Requirements for the Early Years Foundation Stage promote high standards of care and education for Reception aged children assign responsibilities, including designating a governor for the Foundation Stage 7