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Lilleshall Primary School

Working Together for Excellence and Enjoyment

EYFS Policy 2019 - 2020

 

Lilleshall Primary School

 

Early Years Policy 2019 – 2020

 

 

At Lilleshall Primary we believe that all children have potential and learn better

 

  • when they can encounter new, interesting experiences
  • by actively involving themselves in an experience
  • in an environment of warm trusting relationships
  • when there are good partnerships between home and school
  • when working with others as part of a group
  • with knowledgeable, supportive adults who listen and respond
  • when adults and children reflect on previous learning, develop ideas and plan next steps
  • when children feel that their interests and ideas are valued and they are able to value the contribution of others
  • in an environment rich with possibilities to develop and express ideas when they can respond creatively
  • when they are motivated

 

We aim to understand how children learn and develop and the practices through which we can enhance that process. How we teach is rooted in values and beliefs about what we want for children and supported by knowledge, theory and experience.

 

At Lilleshall we plan for opportunities where

 

  • the child can take ownership of their learning and through adult support this is valued and developed to move their learning on – child initiated sessions and work linked to a theme.

 

  • following observation the adult plans and leads specific focused activities to develop skills, concepts and knowledge relevant to the child.

 

 

 

The Curriculum

 

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of their reception year.

 

The EYFS is based upon four principles:

  • A Unique Child
  • Positive Relationships
  • Enabling Environments
  • Learning and Development

 

 

 

A Unique Child

At Lilleshall Primary School we recognise

  • that every child is a competent learner who can be resilient, capable, confident and self-assured
  • that children develop in individual ways, at varying rates
  • that children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebrating success
  •  to encourage children to develop a positive attitude to learning

 

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 children whose ability and understanding are in advance of their language and communication skills
  • monitoring children’s progress and taking action to provide support as necessary

 

Inclusion

We value the diversity of individuals within the school. All children at Lilleshall Primary School are treated fairly regardless of race, gender, religion or abilities. All children and their families are valued within our school.  In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups.

 

 

 

Positive Relationships

At Lilleshall Primary School we recognise that children learn to be strong independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families.

 

Parents as Partners

We recognise that parents are children’s first and most enduring educators and we value the contribution they make. We recognise the role that parents have played, and their future role, in educating the children.

 

We do this through:

  • talking to parents about their child before their child starts in our school
  • inviting all parents to an induction meeting during the term before their child starts school
  • inviting parents to an EYFS curriculum talk
  • offering parents an opportunity to look at their child’s ‘Learning Journey’ books termly and taking part in an evaluation process alongside their child
  • encouraging parents to talk to the child’s teacher if there are any concerns
  • there is a formal meeting for parents in the Autumn and Spring terms at which the teacher and the parent discuss the child’s progress in private with the teacher.
  • parents receive a report on their child’s attainment and progress at the end of each school year;
  • arranging a range of activities throughout the year that encourage collaboration between child, school and parents: open afternoons linked to a theme, sports day etc;
  • providing space in the children’s ‘Learning Journey’ books for parent to leave comments relating to the children’s achievements.

 

Transition

At Lilleshall we have worked hard to develop professional relationships with a number of feeder settings. We have termly Early Years Hub meetings with managers and practitioners who are working together to improve transition, moderate work and share good practice through small research projects. We are committed to evaluating and developing this further and believe that this has a positive impact on our children’s learning journey.

 

 

 

Enabling Environments

At Lilleshall Primary School we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests and ways of working, before planning challenging but achievable activities and experiences to extend the children’s learning.

 

Observation, Assessment and Planning

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 observation, and this involves the teacher and other adults as appropriate. These observations are recorded in the children’s ‘Learning Journey’ and ‘Maths’ books.

We also use letters and sounds record books to record progress in understanding and use of letters sounds, including digraphs and trigraphs.

 

At Lilleshall Primary School we use the Early Years Foundation Stage Profile to measure development and progress over the year. In the summer term children are assessed against the Early Learning Goals.  

 

The Learning Environment

The EYFS classroom is organised to allow children to explore and learn securely and safely. There are areas where the children can be active or be quiet and rest. The classroom is set up in learning areas, where children are able to find and locate equipment and resources independently. The EYFS class has it own enclosed outdoor area. This has a positive effect on the children’s development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children opportunities to explore, use their senses and be physically active and exuberant.  We plan activities and resources for the children to access outdoors that help the children to develop in all areas of learning.

 

Learning and Development

At Lilleshall Primary School we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter connected.

 

 

Characteristics of Effective Learning

The ways in which a child engages with other people and their environment-playing and exploring, active learning and creating and thinking critically- underpin learning and development across all areas and support the child to remain an effective and motivated learner. At Lilleshall these attitudes are integrated with our whole school approach to learning called ‘Making our Learning Fly.’

 

 

Playing and exploring

“Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.”

 

Through play our children explore and develop learning experiences, which help them make sense of the world. They practise and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.

 

 

 

 

We plan for a range of play opportunities for our children including:

  • child initiated – where children plan, carry out and evaluate their play.
  • adult directed – where an adult describes what a child is expected to do to ensure focused learning in a particular area.
  • child led – where children chose from a group of activities but develop the play themselves.

 

Active Learning

“Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.”

 

Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfaction as they take ownership of their learning.

 

 

Creativity and Critical Thinking

“When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understanding and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.”

 

Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning.

 

At Lilleshall we are developing opportunities for children to be more involved in co-constructing their learning through our themed work. As we develop a theme children work with adults to lead and develop their own lines of enquiry and have an opportunity to explore and respond to these in their own way. These sessions will allow children to develop the characteristics of effective learning

 

Areas of Learning and Development

The EYFS is made up of three Prime areas and four Specific areas of learning.

The Prime areas are fundamental, work together and move through to support development in all other areas.

The Specific areas include essential skills and knowledge for children to participate successfully in society.

 

The Prime areas are:

 

  • Personal, Social and Emotional Development
  • Communication and language
  • Physical Development

 

The Specific areas are:

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

 

All areas are delivered through a balance of adult led and child initiated activities. In each area there are Early Learning Goals (ELG's) that define the expectations for most children to reach by the end of the EYFS.

 

In Early Years we follow the school policies for safeguarding, child protection and the use of cameras and mobile phone.

 

Assessment

 

Children are assessed for their development against the ELG’s and Ages and Stages each term and data is used to inform teaching and learning for each child. Children’s observations are recorded on an online system – Tapestry and parents have access to this on a daily basis.

 

Monitoring and review

It is the responsibility of the EYFS teacher to follow the principles stated in this policy.

There is a named Governor responsible for the EYFS. This governor is Chris Raper and she will discuss EYFS practice with the practitioners regularly and provide feedback to the whole governing body, raising any issues that require discussion.

The Head teacher and subject coordinators will carry out monitoring on the EYFS as part of the whole school monitoring schedule.

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