WHISTON WORRYGOOSE JUNIOR AND INFANT SCHOOL
Part of White Woods Academy Trust
Approved by Governors: September 2018
Review Date: September 2019
Statement of Intent
“The early years foundation stage (EYFS) sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register.
The EYFS aims to provide:
- Quality and consistency in all early years settings.
- A secure foundation for all children for good progress through school and life.
- Partnerships between different practitioners.
- Partnerships between parents or carers and practitioners.
- Equality of opportunity for all children.”
(Department for Education, 2012)
Our School aims are to:
- Provide a safe, challenging, stimulating, caring and sharing environment which is sensitive to the needs of the child, including children with additional needs.
- Provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for future learning and development in Key Stage 1 and beyond.
- Provide opportunities for children to learn through planned, purposeful play in all areas of learning and development.
- Use and value what each child can do, assessing their individual needs and helping each child to progress.
- Enable choice and decision-making, fostering independence and self-confidence.
- Work in partnership with parents and value their contributions ensuring that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability.
- Provide opportunities whereby children experience a challenging and enjoyable programme of learning and development.
- Provide experiences for all children, whatever their needs, which are inclusive rather than parallel.
- The Governing Body has overall responsibility for the implementation of the Early Years Policy of Whiston Worrygoose J and I
- The Governing Body has overall responsibility for ensuring that the physical Early Years Policy, as written, does not discriminate on any grounds, including but not limited to: ethnicity/national origin, culture, religion, gender, disability or sexual orientation.
- The Governing Body has responsibility for handling complaints regarding this policy as outlined in the Schools complaints policy.
- The Headteacher will be responsible for the day-to-day implementation and management of the Early Years Policy of Name of School/Setting.
- Staff, including teachers, support staff and volunteers, will be responsible for following the Early Years Policy.
Principles of the Early Years Foundation Stage
- A unique child:
- Every child is a unique, competent learner.
- Children develop in individual ways and at varying rates.
- Children’s attitudes are fluid and can be influenced by others.
- Positive relationships:
- Children learn to be strong, independent individuals by developing secure relationships with teachers and peers alike.
- Relationships with parents and carers are also important and will be nurtured and developed.
- Any relationship will be respectful, caring and professional.
- Enabling environments:
- The learning and play environments are vital for supporting and extending a child’s development.
- In the classroom and outdoor environment, we observe and assess the children’s development and interests.
- Based on these observations, suitably challenging activities and experiences are planned to extend their learning and achievement.
- Learning and development:
- Whiston Worrygoose J and I 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 setting is designed to enable children to learn and play independently.
Safety and security is a high priority at Whiston Worrygoose J and I and it is important that all children in our care are safe. Our requirements as stated in the Statutory Framework for Early Years Foundation Stage 2012 are as follows:
- To promote the safety and welfare of the children in our care.
- To promote good health and prevent the spread of infection by taking appropriate action when children are ill.
- To manage the behaviour of the children in our care in a way that is appropriate for their individual needs and stage of development.
- To ensure that adults who have access to children, or who look after children are suitably vetted and trained.
- To ensure that the setting is fit for purpose and that furniture and equipment is safe.
- To maintain records, policies and procedures required for safe and efficient management of the setting.
- At Whiston Worrygoose J and I we feel it is important for children to learn social etiquette and to develop relationships with peers and adults.
- This will be achieved as part of ELG08 – Making relationships, through playing and interacting with other children and adults. It will be mostly child led.
- Safety is paramount and Whiston Worrygoose J and I has a robust and effective Safeguarding Policy to ensure the children in our care are protected.
The parent / teacher partnership
- The Early Years Foundation Setting cannot function without the enduring support of parents and carers.
- We recognise that as parent, you are the child’s primary educator and we recognise this important role through regular engagement including:
- Annual information evening
- Parent / Teachers’ Association Meetings.
- Asking parents to complete admissions forms, a medical for d to write a synopsis about their child to help us to understand their character and personality.m an
- Asking parents to sign permission slips for visits out of school, use of photographs of their child for assessment purposes and using the internet at school.
- Having an open door policy to enable parents to come and speak with teachers, should they have any concerns.
- Twice annual formal parents evening.
- Events and activities throughout the year which bring together children, parents and the school.
Learning and development
- The “prime” areas of learning and development are:
- Communication and language.
- Physical development.
- Personal, social and emotional development.
- The “specific” areas of learning and development are:
- Understanding of the world.
- Expressive arts and design.
- Learning and development is implemented through a mix of adult-led and child-initiated activity and play and is reactive to the child’s lead.
- Play is important to learning and development and we therefore do not make a distinction between work and play.
- We plan children’s activities to reflect their interests and the synopses written by their parents. Assessment is conducted through observation and a detailed assessment schedule can be found in our Assessment Policy.
- We support children in using the three characteristics of effective teaching and learning from the Statutory Framework for the Early Years Foundation Stage, which are:
- Playing and exploring.
- Active learning.
- Creative and critical thinking.
8.1. Observation, Assessment and Planning
Good planning is the key to making children’s learning effective, exciting, varied and progressive. Effective learning builds on and extends what children know and can already do. Our planning shows how the principles of the EYFS are put into practice and is always informed by observations we have made of the children, in order to understand and consider their current interests, development and learning needs. All practitioners who work in the Foundation Stage are involved in this effective process.
The planning within each class is based around a half termly theme. These plans are used as a guide for weekly planning; however they may alter these in response to the needs (achievements and interests) of the children. This will be indicated on weekly planning. Planning takes in to consideration the three characteristics outlined in “Statutory Framework for the Early Years Foundation Stage 2014” document
- Playing and exploring
- Active learning
- Creating and thinking critically
We make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs.
Assessment in the EYFS takes the form of long, short and recorded observations, and this involves the teacher and other adults as appropriate. These observations are recorded in a variety of ways and used to inform the EYFS. Within the final term of the EYFS, we provide a written summary to parents reporting the children’s progress. There are opportunities throughout the year for parents to meet their child’s class teacher on more formal occasions.
In FS2, the children are assessed against the EYFS Profile. This summarises all of the formative assessment undertaken and makes statements about the child’s achievements. It summarises children’s progress towards the early learning goals which are highlighted as ‘emerging’ ‘expected’ and ‘exceeding’. It is completed on entry, at the end of Autumn Term, Spring Term and Summer Term by the class teacher in consultation with the Teaching Assistants.
Teachers participate in regular in-house and local cluster group moderation meetings. This provides an external quality assurance and validation of our teacher assessments.
The quality of the taught curriculum is monitored by the Head Teacher, Deputy Head, Assistant Headteacher and subject co-ordinators in school through regular lesson observations, pupil interviews, and planning. The Assistant Headteacher monitors teaching and learning across the foundation stage each year and analyses EYFS Profile data in conjunction with the Head Teacher and Deputy Head Teacher.
Health and safety
- Our full Health and Safety Policy is available on request.
- Our full Supporting Pupils with Medical Conditions Policy is available on request.
- The following general Health and Safety safeguards are in place:
- A supply of fresh drinking water is available on the premises at all times.
- Children’s dietary needs are acted upon.
- Snacks are available during the morning session.
- A first aider is accessible at all times.
- Accidents and injuries are recorded in an accident book.
- A fire and emergency evacuation procedure and policy are in place.
- A Photographs and Images Policy is in place which states that cameras that are used in school must not be used for staff member’s own personal use.
The learning environment and outdoor spaces
- The classroom is organised in such a way that children can explore and learn in a safe environment.
- Equipment and resources are accessible and can be located and used independently by children.
- The enclosed outdoor space is secure and offers children the ability to explore a different environment, presenting them with different challenges and experiences.
- Activities are planned throughout the learning environment to help the children develop in all areas of learning.
Transition period to Year 1
Class teachers work together to make the transition from the Early Years Foundation Stage to Key Stage 1 as smooth as possible by
- Children are encouraged to develop independence when dressing and undressing and when organising their personal belongings throughout the reception year.
- Reception plan for more structured activities to be undertaken during the summer term, encouraging less dependence on adult support.
- Reception children regularly interact with the year 1 teacher during worship and other whole school activities during the reception year.
- EYFS Profile are passed on and discussed.
- Class teachers meet to discuss individual needs of children in July.
- Year 1 includes learning areas similar to class 1 : e.g. role-play, writing table.
- EQUAL OPPORTUNITIES
At Whiston Worrygoose Junior and Infant School we aim to provide all pupils, regardless of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability, equal access to all aspects of school life and work to ensure that every child is valued fully as an individual. Practitioners, as role models, are aware of the influence of adults in promoting positive attitudes and use that influence to challenge stereotypical ideas.
For further information see Equal Opportunities Policy.
Children with special educational needs will be given support as appropriate to enable them to access the curriculum fully. This includes children that are more able, and those with specific learning difficulties and disabilities. Individual Education Plans identify targets in specific areas of learning for those children who require additional support, in line with the school’s Special Educational Needs Policy. Teachers discuss these targets with the child and his/her parents.
Progress is monitored and reviewed formally every term. The school’s SENCO is responsible for providing additional information and advice to practitioners and parents, and for arranging external intervention and support where necessary. For further information see Special Educational Needs Policy and More Able, Gifted and Talented Policy.