Truro Nursery School
Policy for EYFS and Curriculum
Agreed by governors June 2016
Review date June 2017
‘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)
At Truro Nursery School we understand that we are legally required to comply with the Statutory Framework for the Early Years Foundation Stage 2012 and we endeavour to meet all these requirements.
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)
At Truro Nursery School we aim to develop the following through the curriculum:
Promotion of emotional wellbeing; development of self-esteem, confidence, security and independence
A preparation for life; learning about taking risks, communication, tolerance, cooperation, aspiration for achievement
Fostering a love of learning for all; the development of awe and wonder, excitement, enthusiasm, and essential skills
A social responsibility for all; developing social skills and relationships, respect, communication, accountability, acceptance and empathy
A quality environment which is calm, secure, stable, safe, healthy and inclusive
Aspiration for excellence; clear and high expectations, a quality environment and respect for all.
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. At Truro Nursery School most children join us at the beginning of the term after which they turn three. Many of these children attend for 15 hours per week.
The EYFS is based upon four principles:
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
A Unique Child
At Truro Nursery School we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We understand that children will develop at varying rates and in individual ways and will come with varying life experiences and interests.
We believe that all our children matter and we give all our children every possible opportunity to achieve their best and reach their full potential.
We value diversity we treat children and families fairly regardless of race, religion/beliefs, gender or ability.
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 all children which are matched to need (to ensure the needs of all groups of pupils for example pupils with special educational needs, children who are more able, children from different ethnic groups, children with English as an additional language and boys and girls.
monitoring children’s progress and taking action to provide support as necessary.
Working in partnership with other agencies to ensure provision is matched to need.
Working in partnership with parents to ensure the best possible support is given
Positive Relationships
At Truro Nursery School we aim to develop respectful, caring and professional relationships with children and their families, other professionals, feeder schools and other stakeholders.
We recognise that parents are the child’s first and most enduring educators and ensure their contribution is valued. We do this by;
talking to parents about their child and their needs and interests before their child starts in our school during a home visit
Giving children and parents the opportunity to spend time in the nursery prior to starting school
Inviting all parents to an induction meeting
Providing written information in the form of the prospectus, handbook and picture book
Offering parents termly opportunities to talk about their child’s progress with the class teacher
Informing parents daily about what we have been doing.
Offering an open door policy enabling parents to speak to a member of staff in private
Ensuring parents have free access to their child’s learning journey and encouraging contributions from the family
Providing a written report at the end of the year
Where appropriate, working with parents on transition information for example development of a communication passport
Offering information about the curriculum on an EYFS display for parents
Inviting parents to a termly open session when parents can join their child in the nursery
Encouraging parents to talk to the child’s teacher if there are any concerns.
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 and recognising what makes them unique. At our school all adults working with the children have an identified group of children for which they are the key person. However we ensure that all staff are aware of all the children in our care to ensure consistency of care.
We have good links with our partner primary schools and are part of a strong cluster of schools. We welcome and encourage visits from staff in the primary schools and aim to meet with all those foundation stage teachers and SENCOs (special educational needs coordinators) where appropriate to discuss the children. Learning journeys are passed on to the next school with a request that they are returned to the parent. Tracking data is also passed on to the next school.
We have strong links with other professionals such as children’s centre managers. Educational psychologists, speech and language therapists and other health professionals and work with them to provide the best possible provision for the children in our care.
Enabling Environments
At Truro Nursery School we recognise that the whole environment (both interior and exterior) plays a key role in supporting and extending the children’s development.
We make regular observations of the children and assess their interests and development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning.
We plan for a range of experiences whilst encouraging children to make their own choices and equipment is freely available.
The environment 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 environment is set up to provide opportunities for all the areas of learning, where children are able to find and locate equipment and resources independently. It offers the children space to explore, use their senses and be physically active and exuberant. Resources are chosen with care and maintained and checked regularly.
We run an extensive forest school programme both within our grounds and further afield. This allows children to make decisions and take appropriate risks within the safe environment that they are in.
Learning and Development
Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. (EYFS Statutory Framework 2012)
There are 7 areas of learning and each is divided into an aspect
The three prime areas of learning and development are:
Personal, Social and Emotional Development (PSED)
Making Relationships
Self-confidence and self-awareness
Managing feelings and behaviour
Communication and Language (CL)
Listening and Attention
Understanding
Speaking
Physical Development (PD)
Moving and handling
Health and self-care
The four specific areas of learning are:
Literacy (L)
Reading
Writing
Mathematical Development (MD)
Numbers
Shape, space and measures
Understanding the World (UW)
People and communities
The World
Technology
Expressive Arts and Design (ED)
Using media and materials
Being imaginative
Observation, Assessment and Planning
Our overall aim when planning for children’s learning and development is to meet the needs of the children in our care regardless of age, gender, race, religion/belief or ability. This is paramount. Through play our children learn to explore and develop their learning in order to help them make sense of the world. Play is essential for children’s development, building their confidence as they learn to explore, to think about problems, and relate to others. They are given the opportunity to practice skills, think creatively, play with others as well as on their own, communicate effectively, solve problems and understand the need for rules. We believe that children learn best when they are motivated and interested and when they are given the freedom to develop some independence and control over their own learning. As they develop confidence they are able to have greater control over decision making allowing them to take greater ownership of their learning. Adult support is used effectively to enhance learning opportunities and encourage children to think critically and ask questions extending their learning. We observe children’s’ interests. What children are learning and how children are learning.
The how children are learning is assessed against the Characteristics of Effective Learning
Playing and exploring-engagement
Finding out and exploring
Playing with what they know
Being willing to “have a go”
Active learning-motivation
Being involved and concentrating
Keeping trying
Enjoying achieving what they set out to do
Creating and thinking critically-thinking
Having their own ideas
Making links
Choosing ways to do things
We adhere to the statutory framework for the EYFS and use associated guidance as a basis for planning provision
We assess children against the development matters on entry, mid way through the year and again at the end of the year enabling us to track progress.
In addition we make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs. All staff are involved in assessments which take the form of observation and regular planned assessment activities. These observations are recorded in evaluations and in children’s own learning journeys. Learning journeys record key milestones in development for the children and document what the child knows about their own learning. Parents/carers are encouraged to make contributions and children have unlimited access to them. We do not record the phase of development in the learning journeys as we have this information on our assessment record and we feel that, given that most development in early years in non linear it can be confusing for some parents/carers. We offer parent teacher meetings three times a year and a written report is sent home in the summer term.
Monitoring and review
There is a named governor responsible for the EYFS. The headteacher and the senior staff team will carry out monitoring of the EYFS as part of the whole school monitoring timetable.
This policy will be reviewed every three years unless there is a change in government policy.
Links to other policies
Safeguarding
SEND
Equality and Diversity
Teaching and learning
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