Seascale Primary School. Early Years Policy

Transcription

1 Seascale Primary School Early Years Policy 2015

2 Philosophy 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, 2012 Principles of the EYFS The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. In our school, most children join us, part time, during the term after their third birthday. They move from Nursery into Reception class in the September after their fourth birthday. The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes: A Unique Child Positive Relationships Enabling Environments Learning and Development Effective practice in the EYFS is built on these four guiding themes. They provide a context for the requirements and describe how practitioners should support the development, learning and care of young children. This policy outlines how we meet each of the four themes. A Unique Child We recognise that every child is a competent learner from birth who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways, at varying rates. Children s attitudes and dispositions to learning are influenced by feedback from practitioners; we use praise and encouragement, as well as celebration assemblies and rewards, to encourage children to develop a positive attitude to learning. Positive Relationships 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. Enabling Environments We recognise that the environment plays a key role in supporting and extending the children s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children s learning.

3 Learning and Development We recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter connected. As we carry out observations of the children we will make a note of the different ways of learning that we have seen. The setting is organised in a way that encourages children to explore and learn safely. There are areas for activities and play, and others for quiet time and rest. The learning environment is designed to enable children to learn and play independently. We support children in using the three Characteristics of effective teaching and learning from the Statutory Framework for the EYFS which are: 1. Playing and Exploring 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. Our timetable ensures that there is a balance of child-initiated and adult led play based activities. 2. Active Learning 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. It provides children with a sense of satisfactions as they take ownership of their learning. 3. Creativity and Critical Thinking Children should be given opportunity 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 access resources freely and are allowed to move them around the classroom to extend their learning. Inclusion We value the diversity of individuals within the school. All children are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school. We give 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 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;

4 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; Working in small groups to ensure all children can access learning. 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 to explore different cultures, customs and lifestyles. Safeguarding and 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. (EYFS 2012) We will meet the needs of all our children by: Following the school s safeguarding policy and procedures where necessary. All staff will be aware of the adult responsible for safeguarding within school. All members of staff will have regular safeguarding training. Enhanced DBS checks will be carried out on all adults working in the school. At least one person working in the Foundation Stage will hold a paediatric first aid certificate. A First Aid box is located in the classroom. Any accidents or injuries will be recorded in the Accident book. Each child will be assigned a key worker. The Key workers will ensure that each child receives an enjoyable and challenging learning and development experiences tailored to meet their needs. Following the staff to child ratios set out in the Statutory Framework, at least one member of staff will be a teacher. The Foundation Stage teacher will be supported by a Nursery Leader and/or teaching assistants. Encouraging the children to use the toilets and wash their hands as independently as possible. A member of staff will always be on hand to assist the children if necessary. Promoting good health, good hygiene and taking appropriate action when children are ill. The Foundation Stage Staff will follow the school s Medication Policy. If parents wish staff to administer any medication they must complete the relevant consent form. All medication must be handed into a member of staff so it can be stored safely. We will make a record each time that medication is administered. Providing children with free milk up until the children are aged five at which point parents can pay for milk to continue through the Cool Milk scheme. Fresh drinking water is available at all times. Healthy snacks are available for nursery children during the morning session, the fruit is free through the Fruit for Schools scheme and the snack is supplemented by a small weekly contribution from parents. Reception children are asked to bring a healthy snack from home for morning break. Free fruit for these children is available in the afternoon. Once Reception children have settled, often after the first term, they can choose to visit the tuck shop to buy a healthy snack.

5 We will ensure that Health Care Plans are completed for children with allergies. Following the school s behaviour policy to manage the behaviour of the children. We will use SEAL activities and circle times to promote positive behaviour amongst the children. Ensuring that outdoor and indoor spaces, furniture, equipment and toys, are safe and suitable for their purpose. A risk assessment of the outdoor and indoor spaces will be carried out. Following the school s Educational Visits Policy. Parents as Partners We recognise that parents/carers are children s first and most enduring educators and we value the contribution they make. We recognise the role that parents/carers have played, and their future role, in educating the children. We aim to build positive relationships with parents/carers that help to support their child s learning. This is achieved through sharing information in different ways and through planned transitional events which support both parents and children: Visiting all children in their home setting prior to their starting Nursery; Providing sessions for parents/carers before beginning Nursery class; Offering parents/carers regular opportunities to talk about their child s progress, including a written progress report following the child s first term; Offering parental consultations twice a year at which the teacher and the parent/carer discuss the child s progress. Providing parents/carers with a report on their child s attainment and progress at the end of each school year; Daily opportunities for parents/carers to speak with staff should they have any concerns Use of planners for each child as a means of communication between home and school. Planners are checked daily for any messages from home Sending half termly curriculum information to parents/carers, outlining the learning theme and activities to be explored in the different areas of learning. Using Learning Journey books to allow the parents the opportunity to share information about their child s learning at home. Parents of new starters to Reception are invited to attend a meeting in the summer term in preparation for starting school in September Staff meet to hand over information at the end of the summer term Children are invited to stay for dinners in the final half term of Nursery in preparation for starting a full day at school Children spend a morning in Reception on whole school move up day. At the end of the Reception year, there is a formal handover of information to the Year 1 teacher. Reception children spend a morning in Year 1 on whole school move up day. 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.

6 The Foundation Stage Curriculum The Foundation Stage Curriculum is divided up into seven areas of learning and development. These areas are divided up into prime areas and specific areas of learning. The three prime areas of learning are particularly crucial in sparking the children s curiosity and enthusiasm for learning. The three prime areas are: Communication and Language; Physical development; and Personal, social and emotional development. We will also support the children in four specific areas of learning: Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. The Long Term Plans indicate how the seven areas of learning are covered in the areas of continuous provision with additional considerations to enhancements. They include areas of possible experience as well as the role of the adult and links to the four themes of the EYFS. The Medium Term plans are based around different themes each half term. Within each theme the children s interests and needs are taken into account when the plans are being written. These plans are then used by the EYFS teachers as a guide for weekly planning. Weekly planning in reception consists of phonics, numeracy and large group time planning focussing on adult led activities. Nursery weekly planning consists of small and large group adult led activities which ensure a breadth of all seven areas of learning. Enhancements for the continuous provision are planned on a weekly basis, in both Nursery and Reception, to allow children to extend their learning and develop ideas. We make regular assessments of children s learning and we use this information to ensure that future planning reflects identified needs. We use the Development Matters document and The EYFS Profile to track and monitor children s learning throughout the EYFS and into KS1 where necessary. We assess formatively by using narrative observations, anecdotal notes, photographs and samples of work. This involves the teacher and all other adults involved with the child i.e. teaching assistants, parents, learning support. These assessments make reference to areas of the profile a child has achieved/is working towards. Increasingly staff are moving towards storing records, evidence and work electronically. Within the final term of the EYFS, we provide a written summary to parents, reporting progress against the ELG s and assessment scales. We give a reasonable opportunity for the parents to discuss these judgements with the EYFS teacher. The Learning Environment The Foundation Unit is organised to allow children to explore and learn securely and safely. Equipment is clearly labelled and accessible to children. There are areas where the children can be active, be quiet and rest. The classroom is set up in learning areas, where children are able to find and locate equipment and resources independently. There is an outdoor area which all children in the Unit can access. Being outdoors

7 offers opportunities for doing things in different ways and on different scales than when indoors. It offers 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 that help the children to develop in all 7 areas of learning. Dyslexia Friendly Status Seascale School is working towards becoming a Dyslexia Friendly School. We feel that the ethos and practices associated with these schools will benefit all of the pupils within our school. Therefore we will use strategies associated with the Dyslexia Friendly Schools accreditation to support the children s learning in EYFS. The school uses a variety of teaching and learning styles. Teaching styles and lesson structure provide opportunities for pupils to consolidate their previous learning, use and apply their knowledge, understanding and skills, pose and ask questions, investigate ideas, reflect on their own learning and make links with other work. Each Reception child will completed a learning styles questionnaire and multisensory activities are planned to meet different learning styles. Teachers aim to create an environment where pupils are secure and feel confident in being able to take risks in their learning. All resources within each classroom are clearly labelled so that the children can access them easily. All children have the opportunity to use a wide range of multisensory resources. Where appropriate teachers will follow guidance in the SEN policy and Dyslexia policy to ensure that assessments are adapted for those children who require further support. We aim to build on the strengths of the children and to adopt relevant strategies to support their learning. As part of our work on Dyslexia all members of staff have had training on recognising dyslexia and dyscalculia traits. A variety of multi-sensory activities will be used to enable all children to progress with their learning. Admissions We follow the Cumbria County Council admissions policy for allocating places.