Early Years Foundation Stage Policy

St Willibrord’s RC Primary School

Contents

1. Aims        1

2. Legislation        2

3. Structure of the EYFS        2

Nursery        2

Reception        2

4. Curriculum        2

Early Adopter for the 2021 Curriculum        2

Original Curriculum Statement        3

4.1 Planning        3

4.2 Teaching        4

5. Assessment        4

6. Working with parents        4

7. Safeguarding and welfare procedures        4

8. Monitoring arrangements        4

Appendix 1. List of statutory policies and procedures for the EYFS        4

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1. Aims

This policy aims to ensure:

• That children access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life
• Quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind
• Close partnership working between practitioners and with parents and/or carers
• Every child is included and supported through equality of opportunity and anti-discriminatory practice

2. Legislation

This policy is based on requirements set out in the statutory framework for the Early Years Foundation Stage (EYFS) for 2023.

3. Structure of the EYFS

The EYFS setting is for Nursery and Reception aged children. Parents of children born in the summer term may choose to defer entry to the Reception class by twelve months. This should only be done in collaboration with the school and the Local Authority.

Nursery

Children can be admitted to Nursery from the age of three. Applications are submitted to the school for places and these are given places according to our admission policy and criteria. There is a PAN (Planned Admission Number) of 39 children to the Nursery which is a full time provision (8:30am until 3:00pm). No charge is made for Nursery education. Parents who are entitled to apply for the thirty hours education support are encouraged and supported to do so.

Reception

Children are admitted to the Reception Class in the school year where they turn five years of age. This will be in the preceding September. All applications for Reception places are coordinated through admissions at the Manchester Local Authority and in line with the school’s admission policy and criteria. There is a PAN of 30 children. There is no charge for education.

Nursery and Reception are in a single unit which can be split into two separate classrooms for specific teaching activities. Both classes have direct access to the outdoor provision which is specifically for these classes.

4. Curriculum

Our early years setting follows the curriculum as outlined in the latest EYFS statutory framework.

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas are:

• Communication and language
• Physical development
• Personal, social and emotional development

 The prime areas are strengthened and applied through 4 specific areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design

4.1 Planning

Staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, practitioners working with the youngest children are initially expected to focus strongly on the 3 prime areas.

Staff also take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, alongside the SENDCo, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.

In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and their different characteristics of learning and include these in their practice.

Staff plan continuous provision as a team, ensuring engaging, relevant and exciting opportunities are on offer for the children during their independent learning time.

4.2 Teaching

Each area of learning and development is implemented through planned, purposeful play, and through a mix of taught, adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

Literacy, Numeracy, Phonics and Religion are taught discretely each week.

As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities to help children prepare for more formal learning, ready for year 1.

5. Assessment

At St Willibrord’s, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Practitioners also take into account observations shared by parents and/or carers.

A ‘baseline’ judgment is made during the first half term of Nursery. These judgments are updated termly. There is a focus on the prime areas of learning within Nursery. Teachers use a range of methods to base these judgements on. This includes observations, discussions with all staff, gathering information from parents/carers when necessary, direct teaching and incidental opportunities.

Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).

At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:

• Meeting expected levels of development
• Not yet reaching expected levels (‘emerging’)

The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child.

The profile is moderated internally (referring to the Development Matters guidance) and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.  

6. Working with parents

We recognise that children learn and develop well when there is a strong partnership between staff and parents and/or carers.

Parents and/or carers are kept up to date with their child’s progress and development. The progress check and EYFS profile helps to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities.

Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents and/or carers in guiding their child’s development at home. The key person also helps families to engage with more specialist support, if appropriate.

7. Safeguarding and welfare procedures

We recognise that 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 safeguarding and welfare requirements to provide a welcoming, safe and stimulating environment where children are able to enjoy learning and grow in confidence.

We make sure that the appropriate statutory staff:child ratios are maintained in our setting to meet the needs of all children and ensure their safety:

• For children aged 3 and over:

o        Where a person with Qualified Teacher Status, Early Years Professional Status, Early Years Teacher Status or another approved level 6 qualification is working directly with the children, we have at least 1 member of staff for every 13 children

o        Where a person with the above qualifications is not working directly with the children, we have at least 1 member of staff for every 8 children

We have at least 1 person with a current paediatric first aid (PFA) certificate on the premises and available at all times when children are present, including on outings. This PFA certificate is renewed every 3 years as required.

We promote good oral health, as well as good health in general, in the early years by talking to children about:

• The effects of eating too many sweet things
• The importance of brushing your teeth

The rest of our safeguarding and welfare procedures are outlined in our school’s Safeguarding Policy

8. Monitoring arrangements

This policy will be reviewed and approved by Governors every 3 years.

At every review, the policy will be shared with the governing board.

Appendix 1. List of statutory policies and procedures for the EYFS

This checklist lists the policies and procedures that we must have according to the EYFS statutory framework.