Definition of terms Throughout this policy the Foundation Stage refers to the Nursery and Reception year at Lydiate Primary School.

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1 Lydiate Primary School Early Years Foundation Stage Policy Introduction The Foundation Stage was implemented in September 2000, following guidance from QCA published in May This has been updated since through the document entitled The Early Years Foundation Stage. This policy relates to that documentation and its implementation at Lydiate Primary School. Definition of terms Throughout this policy the Foundation Stage refers to the Nursery and Reception year at Lydiate Primary School. All of the adults who work with the children are referred to as practitioners. The word parents refers to mothers, fathers, legal guardians and the primary carers of children in public care. The term curriculum is used to describe everything children do, see, hear or feel in their setting, both planned and unplanned The role of the practitioner includes establishing relationships with children and their parents, planning the learning environment and curriculum, supporting and extending children s play, learning and development, and assessing children s achievements and planning the next steps. The word teaching is used to include all these aspects of their role (These definitions are taken from Curriculum Guidance for the Foundation Stage QCA 2000) Policy Statement 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. (Statutory Framework for Early Years Foundation Stage, DFES 2007). Play underpins the delivery of all the Early Years Foundation Stage. Play is a central tool for learning; it is a key way in which young children learn with enjoyment and challenge. Structured play, where the learning outcome has been clearly identified through careful planning and support, is very important in the foundation stage classroom. Aims To meet the individual needs of every child in our care. To ensure all children are made to feel safe and secure and valued as individuals. To foster independence and a positive attitude to learning. To establish positive, informed relationships with parents. To provide a high quality teaching programme which promotes children s learning through a balance of adult led and child initiated activities. Curriculum The Early Years curriculum is planned with close reference to the EYFS and Development Matters documents. The curriculum ensures continuity and progression across the Foundation

2 Stage and coverage will support children as they work toward achieving the Early Learning Goals. The Early Years Foundation Stage curriculum is divided into three prime and 4 specific areas of learning:- Personal, social and emotional development incorporates attitudes, skills and understanding and underpins all learning in the Early Years Foundation Stage. 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. Physical development builds both fine and gross motor skills needed for physical activity and sport in the future as well as crucial hand-eye co-ordination required for writing. It also establishes positive attitudes towards a healthy and active way of life. These 3 areas are crucial for igniting children s curiosity and enthusiasm for learning. Literacy is taught in line with the National Primary Strategy Framework for Literacy and involves the teaching of early speaking, listening, reading and writing skills. Children receive daily discreet phonics sessions and have the opportunity to explore, learn about and use words and text in a broad range of contexts. Mathematics involves numbers including calculating, and shape, space and measure. This is taught in line with the National Strategy Framework for Numeracy. Understanding the world is where children begin their learning about the wider world around them the early stages of science, technology, history and geography. Expressive arts and design enables children to explore and play with a wide range of media and materials and develops children s imagination, ideas and feelings through art, dance, music, design technology and drama. All specific areas are linked to one another and of equal importance. The curriculum is tailored to the particular educational needs, learning styles and interests of our children. A range of teaching and learning strategies are adopted to deliver the Foundation Stage curriculum through a combination of adult led and child initiated activities both indoors and outdoors. Planning The Curriculum At Lydiate s Foundation Stage, early learning objectives have been developed to promote children s progress towards and where appropriate beyond the early learning goals. The curriculum planning framework provides a model for delivering these early learning objectives through well planned, high quality, appropriately play based provision. Long term planning identifies opportunities to regularly promote early learning objectives through continuous provision within areas, core resources and routines that are continually available and part of children s everyday routine. This promotes opportunities to accommodate the different ways children learn by planning for the same objective in lots of different ways and helps children consolidate their learning by revisiting the same objective many times. Practitioners cannot predict the focus for medium term planning for a whole year in advance as medium term plans will also need to respond to children s needs, interests and the next steps in their learning.

3 Medium term planning focuses on what we want the children to experience and learn over a period of a term. Medium term plans begin with individual children s interests, ideas or questions. These are reviewed as the term progresses and are continually revised in the light of children s responses and taking account of unexpected possibilities and unforeseen opportunities. Plans include additional resources and interactive displays which will be introduced into provision areas to enhance learning opportunities during the term. Whilst planning, practitioners will consider the characteristics of effective learning, reflecting on the different ways in which children learn. Plans also detail more specific focus activities that are planned to promote key learning objectives included in the medium term plans. Focus activities will frequently develop knowledge, skills and understanding across more than one area of learning. More detailed plans for focus activities are developed through weekly/daily plans. Assessment opportunities for the half term are also identified. Short-term planning covers a period of one week and outlines activities on a daily basis. Learning objectives are taken from Development matters. This focus for weekly planning is informed by observation and assessment of the children and by evaluation of the previous week s experience. This planning system provides opportunities to reinforce, revisit and consolidate learning objectives in lots of different ways in response to children s interests and needs. Weekly plans describe in detail the activities/experiences that adults will initiate to focus on specific learning objectives. Focus activities are carefully planned and include: The key learning objectives for the activity. This is not all that children will be learning from the activity but it is what the adult particularly wants to draw out of the experience. The adult s role teaching strategies to be used Observation/assessment opportunities how we will know what the children have learned Special resources that are needed to develop the activity or experience Weekly plans also include an evaluation of: whole class progress; individual progress; and informs planning of next steps. Links to the National Literacy and National Numeracy Frameworks The early learning objectives promoted at Lydiate Primary School incorporate all the Reception year objectives from the Literacy and Numeracy frameworks. These are delivered to children through appropriately planned activities to meet the needs of children in the Foundation Stage. Children participate in whole class, small group and individual activities, with increasing times as the year progresses in order to accommodate children s needs and stretch their learning. Children will share in daily phonics, reading, writing and mathematics sessions. These sessions help to develop vital habits of learning: learning as a group, listening

4 to the teacher, taking turns to answer, sitting still etc Opportunities to promote literacy and numeracy objectives through child initiated independent activities in the full range of provision areas have also been identified in long term provision area plans. Links To ICT The Early Years Foundation Stage is inherently linked to learning a broad and balanced curriculum. We believe that ICT is a powerful tool that can be used to harness children s enthusiasm and inspire a love for learning. Therefore we endeavour to use a variety of information technology to teach the whole foundation stage curriculum. The use of an interactive whiteboard is a wonderful resource during continuous provision sessions, as well as focussed activities. However, we also use a variety of hardware, including Bee bots, digital cameras, flip videos and desktop computers. Learning Environment The Early Years environment supports learning through play, first hand experience, active investigation and talk as well as through more formal lessons for some children. We aim to provide rich and varied environments, both indoor and outdoor, which allow children to feel safe and secure yet confident to try new things and take risks. We aim to provide a welcoming and accepting environment where children know their efforts, feelings and opinions will be accepted and valued. Both indoor and outdoor areas provide suitable and well maintained resources which are accessible to children. Resources are organised so as to enable children to independently select what they need, make informed choices and take responsibility for clearing away. Classrooms will include defined areas of learning for example: role-play, mark making area, craft area, reading area and construction area. Displays will be stimulating and celebrate children s achievements. Our outdoor area enables children to experience the natural world, changing weather and develop physical exuberance. Equal Opportunities Equal opportunities are provided for all the children and adults in the school. The children are encouraged to be sensitive to the needs and feelings of others and to understand, value and respect all other cultures and beliefs as well as differences in race, gender, class, religion, ability and disability of those in the immediate and wider environment. The whole environment (indoors and outdoors) is available and accessible to all the children. A positive learning environment has been created which reinforces equality of opportunity for all the children and adults in the school. All of the children have access to a broad and balanced curriculum. A variety of learning and teaching styles are encouraged in order to facilitate differentiation and to cater for children s individual needs. The curriculum is planned to cater for children s different starting points, building on what they can do and matching their individual needs. All materials and resources are monitored to ensure they are free from bias and prejudice, challenge traditional stereotypes and promote positive images of all sectors of the community. Children With Special Educational Needs

5 This policy is consistent with the School SEN policy and the DCSF SEN Code of Practice (2001). At Lydiate Primary School, practitioners plan for each child s individual requirements, including those who need additional support or have particular needs or disabilities. The focus is on removing barriers for children where these already exist and on preventing learning difficulties from developing. Foundation stage practitioners have a key role in working with parents to identify learning needs and respond quickly to any area of particular difficulty, and to develop an effective strategy to meet these needs, including the use of SEN support plans, so that later difficulties can be avoided. Foundation Stage practitioners work closely with parents, Headteacher, the school SENCO and other external agencies to provide the best learning opportunities for all children. Regular observation and assessments support the early identification of children with special educational needs. Assessment profiles are reviewed and updated regularly and used to inform individual education plans and monitor individual children s progress. Children with SEN are placed on the school s SEN register and, if necessary, Early Action is taken. The special educational needs register is regularly updated by the SENCO in liaison with practitioners. The SENCO and parents will meet regularly with a practitioner to review the progress of children on the SEN register. Role of Parents Parents are encouraged to take an active role in their child s education. We recognise the role that parents have played, and their future role, in educating their children. We provide every child in nursery and reception with a special moments book. The purpose of these books is so that parents can share information about their child s experiences and achievements outside school. This information helps to build a well-rounded picture of the child for everyone. We are always grateful to parents who are able to spare some of their time to help with activities in school and ask all of our parents to help their children at home with home tasks, reading and sharing stories. A successful partnership requires a two-way flow of information, knowledge and expertise. This includes: A welcome pack containing a letter of welcome from the Headteacher, a School Brochure and further information that may be helpful. An information book for children and for parents before the start in September, which includes relevant information about the Foundation Stage and activities to help the children settle in to school as quickly as possible. Parents meetings, open days and parents evenings. Weekly home/school communication with home tasks and suggestions for related activities. Staff available to speak to parents at the beginning and end of each session. A flexible settling in period until children and parents feel secure and children feel settled. A variety of opportunities to work alongside children and practitioners in the classroom. Parental participation in fund-raising and social events throughout the school.

6 Assessment and Recording During the Foundation Stage the emphasis is very much on the practical, first hand experiences and less on formal recording of work. On-going formative and summative assessments are kept for the seven areas of learning and each term children in Nursery and Reception are assessed against the Development Matters statements. Assessments are based on information gathered from a range of sources; observations of the children in play, in adult led activities, through discussions with parents and carers and through talking to the children. We keep written and photographic evidence to help us build up a picture of children s strengths and achievements and to help us to plan for children s next steps in learning. Every child in nursery and reception has a Learning Journal in which we record our observations and keep samples of the children s work. A home/school reading record is kept to enable classroom practitioners and parents to communicate reading progress and formal parent s evenings are held termly to discuss progress. Written reports are sent home to parents at the end of each year and passed on to the next teacher with summative assessments of all seven areas of learning along with a short commentary on each child s skills and abilities in relation to the three key characteristics of effective learning. Staffing The staffing ratio is one teacher to every 26 children plus at least one level 3 teaching assistant in Nursery. Additional teaching and learning staff work with children to support their learning in Reception and Nursery. Qualified teachers are the key workers for children in the Reception classes in the Nursery, the teacher and teaching assistants are the key workers. Welfare Requirements Lydiate Primary School has separate policies for Child Protection, Community Cohesion, Equal Opportunities and Safeguarding Children. Roles and responsibilities are in those documents. All practitioners have a duty of care in safeguarding and promoting the welfare of children in the EYFS setting. However, Mrs Laidler is the lead practitioner in the Foundation Stage and is responsible for liaison with the respective managers Mr Batchelor and Mrs Marsden and Miss Dower have overall responsibility for all areas of safeguarding. Responsibility for recording all concerns rests with the Headteacher or Assistant Headteacher. They will then consider whether a referral to statutory children s services agencies, social services or the police and will make that referral. All concerns (and allegations) will be strictly confidential and only those who have a direct contact with a child, who need to know to aid them in their role of safeguarding the child, will be informed. Otherwise the Headteacher and/or the Assistant Headteacher will be the only people informed. Parents will be informed of all matters, unless this would prejudice possible action by the police or it would bring danger to the child. Staff will review safeguarding issues annually or in their induction training. Complaints against a member of staff will be dealt with according to the school s complaints procedures. Reviewing This Policy This policy is to be reviewed with the staff after three years. Policy adopted by the staff on December 7 th Policy adopted by the Governing Body in January 2017.

7 ICT Policy For The Foundation Stage Children are living in a world where the technology that surrounds them is changing at a rapid pace. Adults that are involved with children need to reflect that technology in their setting and develop children s awareness and understanding. They need to provide them with experiences which will give them the necessary skills which enable them to learn and communicate with others. Provision is inclusive, ensuring equal access to technological resources' Aims To use ICT appropriately throughout the Foundation Phase curriculum To enable and encourage children to investigate and identify the uses of technology that surrounds them in their every day lives To enable and encourage children to use a range of ICT equipment such as computers and programmable toys to support their learning and communication Objectives To promote children s use of ICT as a tool for learning, develop the necessary skills to achieve this and also to develop their understanding of its everyday use: Children have access to a wide range of familiar resources which are intuitive and accessible to develop their technological understanding. Technology is integrated in role play to reflect the world around us. Children are encouraged to work co-operatively, share knowledge, skills and enjoyment. ICT is integrated throughout the Foundation Phase curriculum, developing a skills based approach to computer use which encourages control of the equipment. ICT is used to communicate widely, such as with parents other agencies, between children and staff. Appropriate use of the internet is encouraged by children and staff as a potential source of knowledge and to support learning, including the use of EducationCity.com. Learning Environment The learning environment reflects the technological world in which we live. Children independently and confidently access resources, computers and programmable toys to support and enhance their learning and play. Adults integrate ICT when appropriate across the Foundation Phase curriculum. They enable and support children in accessing ICT and developing children s skills. Planning, Assessment and Record Keeping Adults identify the use of ICT in their long, medium and short term plans, ensuring opportunities are created for ICT skills across all areas of learning and throughout the learning environment. Through observation, children s progress is assessed using the Foundation Assessment and recorded in individual profiles. This information is used to inform short term planning, highlighting the next steps for individual children. A range of ICT equipment is used to record individual children s progress and achievements. This information can be shared with children, parents and governors. Equal Opportunities Please refer to school s Equal Opportunities Policy. Staff Development An audit of staff ICT skills and knowledge has been undertaken to assess current skills level and to identify strengths and needs. Staff can access the appropriate training by asking the Head or ICT Co-ordinator for support in their training requirements Staff can be updated on current good practice in ICT on the LEA s Early Years Website. Health and Safety Please refer to school s Health and Safety policy.

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