Ingleton Primary School
Early Years Foundation Stage Policy 2021
“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 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.”
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school, all children join us, part time, at the beginning of the school year in which they are four, or earlier if there is space in Nursery. They begin attending school full time at the start of the school year in which they turn five.
The EYFS is based upon four principles:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
A Unique Child
At Ingleton Primary School we recognise that every child is a competent learner 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 others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning.
We value the diversity of individuals within the school and do not discriminate against children because of ‘differences’. All children at Ingleton Primary School are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school.
In our school 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.
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.
It is important to us that all children in the school 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. (See Whole School Safeguarding Children Policy)
“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 Ingleton 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 2021.
We understand that we are required to:
- Promote the welfare of children by implementing procedures to safeguard children.
- Promote good health, by implementing policy and procedures to prevent the spread of infection and take 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 school records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children.
We endeavour to meet all these requirements.
At Ingleton 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.
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 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
- the Nursery Staff offer to visit all children in their home setting prior to their starting school
- the children have the opportunity to spend time with their teacher before starting school during transfer morning
- 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 allowing protected online access to the children’s learning journals on ‘Tapestry’
- encouraging parents to talk to the child’s teacher if there are any concerns. We invite parents/carers to formal meetings were the teachers and parents discuss their child’s progress in private. Parents receive a report on their child’s attainment and progress at the end of Reception
- arranging a range of activities throughout the year that encourage collaboration between child, school and parents: Shared theme days, Class assemblies, Sports Day.
- providing online access to learning journals on ‘Tapestry’ so parents can contribute their own comments relating to the children’s achievements.
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. At our school the EYFS teacher acts a ‘Key Person’ to all children in EYFS, supported by the Teaching Assistant.
We have good links with the childminders in Ingleton and Kidz Day Nursery. We aim to ensure continuity and coherence by sharing information about the children’s achievements.
At Ingleton Primary School 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.
Observation, Assessment and Planning
The Planning within the EYFS follows the seasons, events and celebrations throughout the year, and the children’s ongoing interests. Alongside this we use ‘planning in the moment’ to support children during ‘teachable moments’ as they happen.
We make ongoing observation of children’s learning and we use this information to ensure that future planning for the environment reflects identified needs and next steps.
Assessment in the EYFS takes the form of observation, and this involves the teacher and other adults as appropriate. These observations are recorded in children’s individual online learning journals on ‘Tapestry.’ They also contain information provided by parents and carers.
At Ingleton Primary School, we use our own record systems based on the Early Years Outcomes to record children’s progress towards the Early Learning Goals. At the beginning of Nursery, staff also use the Leuven Well-Being and Involvement Scales to make initial assessments and Reception complete their baseline assessments.
Within the final term of the EYFS, we assess the children’s level of development within the Early Learning Goals. These results are shared with parents or carers who are provided with a written summary incorporated within their report. Parents may discuss these reports with the EYFS teacher.
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. The classroom is set up in learning areas, where children are able to find and located equipment and resources independently. The EYFS has it own enclosed outdoor area. 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 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.
Learning and Development
At Ingleton Primary School 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.
Play and Exploring
Playing and exploring – children investigate and experience things and ‘have a go.’
Through play our children investigate, explore, and experience things. Having a go develops 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 concentrate and keep on trying if they encounter difficulties and enjoy achievements.
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
Creating and thinking critically – children have and develop their own ideas, make links between ideas and develop strategies for doing things.
Children are given the opportunity to be creative through all areas of learning. 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.
Areas of Learning
The EYFS is made up of seven all important and interconnected areas of learning:
The 3 crucial areas are the Prime Areas of;
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
There are 4 Specific Areas through which the 3 Prime Areas are strengthened and applied. These
- Understanding of the World
- Expressive Arts
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 (ELGs) that define the expectations for most children to reach by the end of the EYFS.
Monitoring and review
It is the responsibility of the EYFS teachers to follow the principles stated in this policy. There is a named Governor responsible for the EYFS. The Head teacher and subject leaders will carry out monitoring on the EYFS as part of the whole school monitoring schedule.