ARAGON PRIMARY

‘To be the best we can be.’

Early Years Foundation Stage Policy

January 2016

The school adheres to the UN Convention on the Rights of the Child and its principles. In working towards becoming a Rights Respecting School the values and language of the Convention are central to the school ethos. This policy supports these articles from the Convention;

Article 3 (best interest of the child)

The best interest of the child must be a top priority in all actions concerning children.

Article 28 (right to education)

Every child has the right to an education. Primary education must be free. Secondary education must be available to every child. Discipline in schools must respect children’s human dignity. Wealthier countries must help poorer countries achieve this.

Article 29 (goals of education)

Education must develop every child’s personality, talents and abilities to the full. It must encourage the children’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Aims

  • To give each child a happy, positive and fun start to their school life in which they can establish firm/secure foundations on which to expand and foster a deep love of learning;
  • To offer each child a wide range of new and exciting experiences, giving them the opportunity to consolidate, explore and test them out along with their own, individual experiences;
  • To enable each child, through encouragement and high expectations, to develop socially, physically and emotionally;
  • To offer a structure for learning that has a range of starting points and unlimited opportunity for development;
  • To encourage children to develop independence within a caring, secure and friendly atmosphere;
  • To support children in building relationships through the development of social skills such as cooperation and sharing.
  • To help each child to recognise their own strengths and achievements through experiencing success and developing the confidence to work towards personal goals;
  • To develop relationships with parents/carers by building a strong partnership.

At Aragon Primary School we recognise that children develop in individual ways and 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.

We value the diversity of individuals within the school and believe that every child matters. All children at Aragon are treated fairly regardless of race, gender, religion or abilities. All families are valued within our school.

We give the children every opportunity to achieve their personal best and planning is adapted to meet the needs of all groups and abilities. We set realistic and challenging expectations based on the needs of the children.

The Early Years Foundation Stage (EYFS) Framework

The EYFS framework includes seven areas of learning and development. They are all interconnected but three areas are seen as particularly important for stimulating children’s curiosity and enthusiasm for learning, for building their capacity to learn and form relationships and thrive. These are known as the prime areas. We follow the statutory curriculum which clearly defines what we teach. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

The Prime Areas

  • Communication and Language – listening and attention, understanding and speaking
  • Physical Development – moving and handling and safe care
  • Personal, Social and Emotional Development – making relationships, managing feelings and behaviour, self-confidence and self-awareness.

The Specific Areas

  • Literacy – reading and writing
  • Mathematics – numbers and space, shape and measures
  • Understanding the World – people and communities, the world and technology
  • Expressive Arts and Design – exploring and using media, material and being imaginative

Characteristics of Effective Learning

The EYFS also includes the characteristics of effective teaching and learning. Staff plan activities within the Nursery and Reception with this in mind. The three characteristics are:

  • Playing and Exploring – children investigate and experience things and ‘having a go’
  • Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • Creating and Thinking Critically – children have and develop their own ideas; make links between ideas and develop strategies for doing things.

Teaching

There is a balance of adult led and child initiated activities across the day. Practitioners continually model, demonstrate and question children. In Reception the children will experience more adult directed tasks.

The planning is based upon themes as well as discrete phonics, maths and literacy tasks. Planning is focused on a topic which is identified as a vehicle of interest to deliver the children’s next steps in learning. This therefore responds to the needs, achievement and interest of the children. There is a two year topic cycle so that both year groups are following the same theme.

We include direct, adult led experiences for children. These are particularly important in helping children to learn specific skills and knowledge and it is often through children’s play that we see how much of this learning children have understood and taken on.

Every day a timetable is followed with set routines in place. Times are set aside when the children are gathered together to be taught as a class or within groups. In these slots there is a focus on topic work, maths, literacy, phonics and stories.

The classrooms are organised into areas so that resources can be stored neatly and are accessible to the adults and children.

Observations

Practitioners use observations as the basis for planning. Staff observe children to identify their achievements, interests and next steps for learning. These observations are recorded in their assessment file/portfolio and form part of the child’s learning map. The learning map is updated regularly and statements are highlighted each term when they have been securely achieved. Throughout the term, incidental observations, photos and work samples are collected by practitioners. Parents/carers are also actively encouraged to contribute to their child’s records.

Assessment

Assessment opportunities may be identified in planning or arise spontaneously. During the first term in Reception the class teacher assesses the ability of each child using a baseline test. Across the EYFS, the Foundation Stage Profile is the nationally employed assessment tool that enables practitioners to record their observations and to summarise the children’s progress.

Children’s progress is recorded against the seventeen early learning goals as emerging, secure or exceeding. This information is placed onto termly tracking grids. At the end of Reception a summary of assessments is reported.

Parents/carers receive an annual written report that provides information on their child’s progress. There are also three parental consultation meetings held across the academic year. During these meetings parents/carers are informed of progress, attainment and next steps.

Partnership with Parents/Carers

We believe that parents and carers are a child’s first educator and therefore work very closely to ensure they are involved in what we do with their child at school. We want parents to feel they can speak to us about their child at any time and feel comfortable in our setting. As well as the home visits, we also offer ‘Stay and Play’ sessions. When a child starts in Nursery and Reception we give each child an ‘All About Me’ booklet and this is the first piece of work to enter their portfolio. We have regular meetings to keep parents and carers informed, consisting of curriculum meetings, themed workshops and parental consultation meetings.

Health & Safety and Safeguarding

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 the Early Years Foundation Stage Statutory Guidance (2014). https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf

  • We provide a setting that is welcoming, safe and stimulating where children can grow in confidence;
  • Manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs;
  • Ensure that the setting, furniture and equipment is safe and suitable for the purpose it was intended for;
  • To ensure all adults who look after children are suitable to do so;
  • Maintain records, policies and procedures required for the safe efficient management of the setting and to meet the needs of the children.

All members of staff follow the school Safeguarding Policy (February 2016).

We deal with all accidents and where applicable log these with a follow up call to home.

We encourage all children to start school without nappies but will support any children struggling with this. We acknowledge that young children can have ‘accidents’ and have stocks of spare clothes and change anyone who needs it.

All large climbing equipment is checked by our site officer as well as an annual external check of equipment. There are daily risk assessments carried out by staff that are on the ‘outside duty’ rota.

Summary

Our purpose and goal is to give all children: a fulfilling and pleasurable education, to make learning fun and to ensure that all children feel safe and confident.

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