Updated: November 2016 Review date: June 2017
OUR MISSION STATEMENT
- To make children’s first experience of school is happy, positive and fun.
- To ensure that all children feel secure and valued.
- To provide a broad and balanced curriculum by well planned activities covering all areas of learning and development.
- To provide a rich and varied indoor and outdoor learning environment.
- To provide a balance of adult led, adult directed and self-initiated child led activities.
- To establish positive relationships with parents.
- To make careful observations and develop an Individual Learning Plan (ILP) of next step targets to support and extend the children’s learning and ensure progress.
- To ensure the children’s individual special educational needs are identified and receive appropriate support.
The Early Years Foundation Stage (EYFS) applies to all children from birth to the end of the reception year. The EYFS profile is an inclusive assessment, capable of capturing a wide range of children’s learning and development outcomes.
The EYFS is based upon four themes:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
These themes are all important as they all combine to ensure young children make good, strong progress in their earliest years. This stage in life is the most important as children’s mind and bodies grow and develop most from birth to age 5.
At Manor Green Primary the Foundation Stage comprises of one generic mixed nursery and reception unit. The unit is led by an early year’s specialist teacher, who has support from several specialist support assistants. Staff are fully qualified, have a wide range of experience and expertise in working with and educating children with a range of additional needs.
In the Foundation Stage we acknowledge the potential for learning in every activity and situation that arises. Our aim is to provide a secure and stimulating environment in which children flourish and learn. Our activities provide first hand experiences through play and discussion; children are encouraged to interact with others, to move about and to explore a variety of learning situations. There are well planned areas of provision in the wide range of activities, resources and materials available. Opportunities are provided for sustained activity and continuous provision, as well as spontaneous, self-chosen activities. It is important to us that children experience success, have fun and enjoy themselves whilst learning.
EYFS AREAS OF LEARNING
The Early Years Foundation Stage is a curriculum from birth to five years old, we follow the strands set by this curriculum and concentrate on the three characteristics of learning and the seven areas of learning.
The Learning Characteristics:
- Play and exploring (engagement) – finding out and exploring, using what they know in their play, being willing to have a go.
- Active learning (motivation) – being involved and concentrating, keeping on trying, enjoying achieving what they set out to do.
- Creative and critical thinking – having their own ideas, using what they know, choosing ways to do things and finding new ways.
The seven areas of learning and development:
- Personal Social and Emotional Development
- Physical Development
- Communication and Language
- Understanding of World
- Expressive Art and Design
At Manor Green Primary School we believe these 7 areas are equally important and depend on each other to support a rounded approach to child development. We aim to deliver all of these areas through planned purposeful play, with a balance of adult and child initiated activities. We set realistic yet challenging expectations to meet the needs of our children. We achieve this by planning to meet the needs of all ability groups, boys and girls, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.
PERSONAL SOCIAL AND EMOTIONAL DEVELOPMENT
This area of learning is broken down into the following sub categories: making relationships, self-confidence and self-awareness and managing feelings and behaviour. PSED involves helping children to develop a positive sense of themselves and others, to form positive relations with staff and children, to develop social skills and learn how to show a range of emotions and to manage their feelings and behaviour. The school fosters and develops relationships between home, school and nurseries in order to make links stronger. Children are encouraged to learn to work, share, take turns and to co-operate with others. They are encouraged to be independent and to make choices for themselves. They are also encouraged to be sensitive to the needs of others and to respect other cultures and beliefs.
This area of learning is broken down into the following sub categories: Moving and Handling and Health and Self-Care. PD involves providing opportunities for young children to be active and interactive; and to develop their coordination, control and movement. Appropriate equipment will be provided to allow each child to access and range of physical activities. Some children (depending on their statement) will have the opportunities to go to hydrotherapy or to take part in rebound therapy. Children who have physiotherapy plans will have regular opportunities to carry out their exercises both in class and during individual physiotherapy sessions. Children are also encouraged to develop their fine and gross motor skills. This is done in both indoor and outdoor environments and by working with a wide range of resources.
COMMUNICATION AND LANGUAGE
Involves encouraging children to explore sounds, letters and various ways of mark making – this can include in sensory materials such as sand or shaving foam.
Involves providing children with opportunities to develop and improve their skills in number, daily routines, object permanence, shape, colour and water play.
UNDERSTANDING THE WORLD
Involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
EXPRESSIVE ARTS AND DESIGN
Involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas, and feelings through a variety of activities in art, music, movement, dance, role-paly and design and technology.
- Long term planning: there are long term and continuous provision plans linked to the Stages of Development and Early Learning Goals which form the broad framework of learning objectives for the EYFS. This includes a range of activities and experiences which offer a balance of learning across the seven areas of learning.
- Medium term planning: half termly themes/weekly topics are planned based around children’s interests, as well as incorporating the characteristics of effective learning and the seven areas of learning and development. Activities are linked to learning objectives based on individual needs.
- Short term planning: weekly plans link activities to learning objectives and targets in the seven areas, focussing on day to day teaching; allowing for revision and modification of learning activities informed by on-going assessments and observations. These plans show how adults are deployed to focus on targeted groups or individual children for guided differentiated teaching, and how independent learning activities can be managed. These plans will link to the medium term plans.
- Individual learning plan (ILP): each child will have an ILP identifying next step targets in each of the seven areas of learning and development (and linked to their statement of Special Education Need where appropriate). Targets will be linked to descriptors in the EYFS stages of development which will focus on developing their play/learning skills across the seven areas of learning and linked to the three characteristics of learning.
ASSESSMENT OF CHILDREN, RECORD KEEPING AND REPORTING
- Observations are carried out and recorded as part of ongoing classroom activities.
- Planned observations are carried out during child and adult directed activities in order to assess children’s learning and development and to inform next steps in learning.
- Children’s progress and targets are shared with parents/carers.
- ILP targets are reviewed each term and next steps of learning plans according to the child’s individual needs.
- Learning journals: Each child is unique and learning will take place with the child at the centre. Each child will have a learning journal which will include information about their learning and development; this is shared between parents, professionals and staff. Progress towards the stages of development and early learning goals will be tracked and evidenced across all seven areas of learning.
As each child enters the Foundation Stage we use our professional judgement to assess the age band children are working within across the EYFS 17 areas of learning. Within 6 weeks of the child starting they will be given a ‘baseline’ assessment.
- Where any item in the EYFS Profile contains the words ‘talks’ or ‘speaks’ children can use their established or preferred mode of communication; and
- The need to be alert to the child demonstrating attainment in a variety of ways, including eye pointing, use of symbols and signs.
Any adaptations needed by children to carry out their activities, such as mobility aids, magnification, brail or adapted ICT equipment, is employed by all early years practitioners here at Manor Green, to enable children in reaching their full potential.
At the end of a child’s reception year we will assess the children against the EYFS Profile Early Learning Goals, stating whether they are emerging, expecting or exceeding levels of development. These scores get sent off to West Sussex County Council and parents receive a written report from the early year’s teacher summing their child’s learning and development up against the three characteristics of effective learning.
PARENTS/CARERS AS PARTNERS
LUNCH AND SNACK TIMES
- Home to Nursery
- Nursery to Reception
- Reception to Year 1
We believe that the best early years practice sees learning as a continuum and that our role is to smooth the way between the child’s home experience, EYFS curriculum and stages; ensuring that the curriculum we provide in key stage one reflects our understanding of the children as learners. We aim to fit the curriculum to the child and not try to fit the child to the curriculum.
At Manor Green we are committed to the EYFS and we believe it is essential that children who enter both Nursery and Reception to receive their full entitlement to the EYFS. The Foundation Stage provided the firm foundations upon which all subsequent learning builds. Transition is managed in a thoughtful and planned way, taking account of the needs of the young learner.
Our aims are to:
- Experience smooth transition periods
- Receive the EYFS for the duration of year N (nursery) and year R (reception)
- Children experience a curriculum suited to their individual needs.
- Continue to have opportunities for structured play in year 1, as appropriate.
- Continue to experience teaching that reflects a variety of preferred learning styles.
MONITORING AND REVIEW
Signed: (David Reid: Head Teacher)