Early Years Foundation Stage Policy
Christian values
The specific Christian Values of Love, Respect and Courage underpin, and are intrinsic to the ethos and belief of Saint James Church of England Primary School.
Our Vision
At Saint James we accept challenges, take risks and work to make to make positive change in ourselves and our community. Focusing on building resilience and compassionate relationships allows everyone to flourish. Using our Christian values to guide us, we develop skills to navigate rough seas and transform our world.
Be strong and courageous and do it.
1 Chronicles 28:20
Aims
This policy aims to ensure:
- That children access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life
- Quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind
- A close working partnership between staff and parents and/or carers
- Every child is included and supported through equality of opportunity and anti-discriminatory practice
Legislation
This policy is based on requirements set out in the statutory framework for the Early Years Foundation Stage (EYFS) for 2023.
Structure of the EYFS
Our children start full time education in the academic year after they turn 4 years old.
Rationale
The teaching and learning within the Early Years Foundation Stage (EYFS) will reflect the interests and needs of the individual children in year R. The teaching will reflect the ethos of the school’s Christian values. Through our teaching, we equip children with the skills, knowledge and understanding necessary to be able to make decisions about the important things in their lives. At Saint James CE Primary School, we are committed to providing an environment that will give every pupil the opportunities to access an integrated curriculum by means of appropriately chosen active learning experiences.
The EYFS is a single framework for care, learning and development, all of which are encompassed in four themes: ‘A Unique Child’, ‘Positive Relationships’, ‘Enabling Environments’ and ‘Learning and Development’. We believe that all children should be given the opportunity to experience the best possible start to their education and develop solid foundations that will ensure they flourish throughout their school years and on into adulthood. The Early Years Foundation Stage (EYFS) is based upon four themes:
The unique child, positive relationships, enabling environments and learning and development.
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
- children learn to be strong and independent through positive relationships
- children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
- importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).
A Unique Child
At Saint James CE Primary School, we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We know that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration and rewards, to encourage children to develop a positive attitude to learning
Inclusion
We value the diversity of individuals within the school. All children at Saint James CE Primary School are treated fairly whatever their race, gender, religion or abilities. All children and their families are valued within our school. At Saint James C of E Primary School, we are committed to expanding upon the cultural capital of our children, offering a wide range of learning opportunities to all children.
All children deserve the opportunity to learn and achieve through a stimulating and inspiring learning environment. We aspire to reach the cultural and personal needs of all children regardless of gender, ethnicity, educational needs. 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 Foundation Stage 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. 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.
Safeguarding and welfare procedures
We recognise that 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. We follow safeguarding and welfare requirements to provide a welcoming, safe and stimulating environment where children are able to enjoy learning and grow in confidence.
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. (See Safeguarding Policy) At Saint James CE Primary School 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. Risk Assessments are written when necessary.
Working with parents and carers
At Saint James CE Primary School, we recognise that children learn to be strong, confident and independent from being in secure relationships. We aim to develop caring, respectful, professional relationships with children and their families.
We recognise that parents are children’s first and most enduring educators and we value being partners with them. We believe that children learn and develop well when there’s a strong partnership between staff and parents and/or carers. We value them as partners through:
- Operating an open-door policy for parents with any queries.
- Valuing the on-going contributions to these from parents.
- Offering two parent/teacher evenings per year.
- Sending a report on their child’s attainment and progress at the end of the school year.
Parents and/or carers are kept up to date with their child’s progress and development via Tapestry (online learning platform)
Enabling Environments
At Saint James Primary School we recognise that the environment plays a key role in supporting and extending the children’s development. Through observation we assess the children’s interests, stages of development and learning needs, before planning challenging, achievable activities and experiences to extend the children’s learning. Children’s interests and ideas are used when planning provision and this is the basis of the themes.
Observation, Assessment and Planning
At Saint James Church of England Primary, ongoing assessment is an integral part of learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Staff also take into account observations shared by parents and/or carers on Tapestry.
Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA). At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:
- Meeting expected levels of development
- Not yet reaching expected levels (‘emerging’)
The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child.
The profile is moderated internally (referring to the Development Matters guidance) and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.
Our staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, staff working with the youngest children are expected to focus strongly on the 3 prime areas.
Staff also take into account the individual needs, interests, and stage of development of each child in their care and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.
The planning in the EYFS at Saint James CE Primary School follows the guidelines for the updated 2021 EYFS Statutory Framework. This has been used to create a yearly and half termly overview which teachers can use to support the development of planning over the course of the academic year. These plans are flexible so that teachers can respond to the needs, achievements and interests of the children. This fostering of the children’s interests develops a high level of motivation for the children’s learning. We make regular assessments of children’s learning, and we use this information to ensure that future planning reflects identified needs. Assessment in the Foundation Stage takes the form of both formal and informal observations. At the end of the reception year in school, the child’s progress is recorded on to the Early Years Foundation Stage Profile. Each child’s level of development is recorded against the Early Learning Goals.
The Learning Environment
The Foundation Stage classrooms are organised to allow children to explore and learn securely and safely. There are areas where the children can be active, quiet, creative etc. Each classroom has defined areas for open ended and deliberate resources, where children are able to find and locate equipment and resources independently. The Foundation Stage has enclosed outdoor areas, and children are able to free flow between the indoor and outdoor spaces. Being outdoors offers the children opportunities for doing things in different ways and on different scales than when indoors. They are able to explore, use their senses, develop their language skills and be physically active. We plan activities and resources both inside and outside enabling the children to develop in all the areas of learning.
Curriculum
Our early years setting follows the curriculum as outlined in the latest EYFS statutory framework.
At Saint James Primary School we recognise that children learn and develop in different ways and have their own learning styles. There are seven areas of learning and development that must shape educational provision in Early Years settings. We value all areas of learning and development equally and understand that they are often interconnected. 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.
The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. 3 areas, known as the prime areas, are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive. The prime areas are:
Communication and language
Physical development
Personal, social and emotional development
The prime areas are strengthened and applied through 4 specific areas:
Literacy
Mathematics
Understanding the world
Expressive arts and design
Teaching and Learning
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.
As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities to help children prepare for more formal learning, ready for year 1. We recognise that features of effective teaching and learning in the EYFS are:
- the 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 children develop and learn, and how this affects their teaching; • the range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions, and extend and develop play and talk or other means of communication.
- the carefully planned curriculum that helps children work towards the Early Learning
- 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.
- the support for learning with appropriate and accessible indoor and outdoor space, facilities, and equipment.
- the identification of the progress and future learning needs of children through observations.
Play
Through play our children explore and develop learning experiences, which help them make sense of the world. They practice 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 have the opportunity to express fears or re-live anxious experiences in controlled and safe situations. We deliver learning for all the areas through purposeful play and learning experiences, with a balance of adult-led and child-initiated activities.
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 satisfaction as they take ownership of their learning.
Creativity and Critical Thinking
Children should be given an 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.
Monitoring arrangements
This policy will be reviewed and approved by the Curriculum Committee every year. At every review, the policy will be shared with the governing board.