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:

(Department for Education, 2012)

Our School aims are to:

  1. Responsibilies

  1. The Governing Body has overall responsibility for the implementation of the Early Years Policy of Whiston Worrygoose J and I
  2. 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.
  3. The Governing Body has responsibility for handling complaints regarding this policy as outlined in the Schools complaints policy.
  4. The Headteacher will be responsible for the day-to-day implementation and management of the Early Years Policy of Name of School/Setting.
  5. Staff, including teachers, support staff and volunteers, will be responsible for following the Early Years Policy.


  1. Principles of the Early Years Foundation Stage

  1. A unique child:

  1. Positive relationships:

  1. Enabling environments:

  1. Learning and development:
  1. Welfare

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:

  1. To promote the safety and welfare of the children in our care.
  2. To promote good health and prevent the spread of infection by taking appropriate action when children are ill.
  3. To manage the behaviour of the children in our care in a way that is appropriate for their individual needs and stage of development.
  4. To ensure that adults who have access to children, or who look after children are suitably vetted and trained.
  5. To ensure that the setting is fit for purpose and that furniture and equipment is safe.
  6. To maintain records, policies and procedures required for safe and efficient management of the setting.
  1. Relationships

  1. 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.
  2. 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.
  1. Safeguarding

  1. 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.
  1. The parent / teacher partnership

  1. The Early Years Foundation Setting cannot function without the enduring support of parents and carers.
  2. We recognise that as parent, you are the child’s primary educator and we recognise this important role through regular engagement including:

  1. Learning and development

  1. The “prime” areas of learning and development are:

  1. The “specific” areas of learning and development are:

  1. 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.
  2. Play is important to learning and development and we therefore do not make a distinction between work and play.
  3. 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.
  4. 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:

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

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.

  1. Health and safety

  1. Our full Health and Safety Policy is available on request.
  2. Our full Supporting Pupils with Medical Conditions Policy is available on request.
  3. The following general Health and Safety safeguards are in place:

  1. The learning environment and outdoor spaces

  1. The classroom is organised in such a way that children can explore and learn in a safe environment.
  2. Equipment and resources are accessible and can be located and used independently by children.
  3. The enclosed outdoor space is secure and offers children the ability to explore a different environment, presenting them with different challenges and experiences.
  4. Activities are planned throughout the learning environment to help the children develop in all areas of learning.
  1. 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


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.