Responsible People named in this Policy
Head Teacher – Phil Chantler
EYFS Leader – Amanda Butler
Chair of Govenors – Kate Freeman
Date: November 2019
Date for Statement review: November 2020
At Lady Joanna Thornhill Primary School, we are strongly committed to the value that the Early Years Foundation Stage plays in the development of children’s learning and their foundations for future life.
‘ Every child deserves the best possible start in life and support to fulfill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right and it provides the foundation for children to make the most of their abilities and talents as they grow up.’ (Early Years Foundation Stage Profile – Department for Children, Schools and Families 2012)
At Lady Joanna Thornhill Primary we are dedicated to ensuring that our children develop as independent and collaborative learners. We endeavor to develop a deep love of learning and a thirst for enquiry. It is essential that we provide a curriculum that enables each child to develop personally, socially, emotionally, spiritually, physically and creatively to their full potential.
At Lady J we aim 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, assessing their individual needs, valuing what they can do and ensuring all progress.
To provide a happy, safe, stimulating and challenging environment for the children to experience as they begin their journey through school.
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
Lady Joanna Thornhill
This policy is based on requirements set out in the 2017 statutory framework for the Early Years Foundation Stage (EYFS).
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. At Lady Joanna Thornhill, children join the Reception class in the year that they turn five. In partnership with parents and carers we ensure that children “learn and develop well and are kept healthy and safe.” We aim to support children in their learning through giving children the range of skills and experiences that foster a love of learning and that provide the right foundation for good progress through school and in life.
The EYFS is based upon these principles:
We recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration times and rewards, to encourage children to develop a positive attitude to learning.
Inclusion/Special Educational Needs (SEND)
All children and their families are valued at Lady Joanna Thornhill. Children are treated as individuals and have equal access to all provisions available. All children are encouraged to achieve their personal best and planning is adapted to meet the needs of all groups and abilities. Assessments take into account contributions from a range of perspectives to ensure that any child with potential special educational needs is identified at the earliest possible opportunity. Early identification of special needs is crucial to enable staff to support the development of each child. Concerns are always discussed with parents/carers at an early stage. (Please see SEND policy and the school information report).
We meet the needs of all our children through:
In order to accommodate the individual’s particular learning style, lessons are planned in a multi-sensory way so that the various activities will cater for all pupils in the spirit of inclusion. There will also be a consideration of how to record lesson outcomes so that the pupil is offered a variety of methods and is not inhibited by any specific difficulty.
It is important to us that all children in the school are ‘safe’. We aim to educate children on boundaries, rules and limits and to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards. We aim to protect the physical and psychological well-being of all children.
At Lady Joanna Thornhill Primary School we understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage. We understand that we are required to:
At Lady Joanna Thornhill Primary School we recognise that children learn to be strong in independence from having secure relationships in place. 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:
We aim to create an attractive and stimulating learning environment following on from the guidance received from Early Excellence where children feel confident and secure and challenged. The children have daily access to an indoor and outdoor environment that is set up with planned continuous provision and enhanced with discrete learning opportunities, allowing imagination to grow. Effective learning builds and extends upon prior learning and following children’s interest. Effective planning is informed by observations of the children to ensure we follow their current interests and experiences. Play based learning is paramount and children direct their own learning from carefully planned opportunities provided by staff. Staff will enhance play, scaffold and extend as needed to further individual learning.
There are seven areas of learning and development and seventeen aspects within them. These are divided into Prime areas of learning and Specific areas of learning. The Prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the EYFS.
The specific areas include essential skills and knowledge. They grow out of the prime areas, and provide important contexts for learning. (Development Matters in the EYFS)
The Prime areas are:
The specific areas are:
Teaching 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 expected to focus strongly on the 3 prime areas.
Teachers 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, 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 include these in their practice.
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.
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.
At Lady Joanna, 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. Through these careful assessments and observations, children’s development levels are assessed.
Observations are recorded and shared with parents using Tapestry, an on line recording system, which also enables evidence to be recorded and used for moderation purposes, showing a child’s individual progress, attainment and development across the profile. Parents are also encouraged to share their observations on Tapestry to provide a well-rounded view of the child both in school and outside of school.
On entry to school all children will have a Baseline Assessment. During this Baseline assessment the children’s levels of well-being and involvement are assessed alongside levels for Personal Social and Emotional Development Communication Language and Literacy, Reading, Writing, Number and Space Shape and Measure. All assessments are undertaken through observation. This Baseline assessment will inform future differentiated planning for each child and help to monitor individual progress.
Planning and Teacher initiated and directed children’s activities will reflect on the different ways that children learn and reflect these in their practice. It is essential that the Characteristics of Effective Learning underpin all our Early Years Practise.
The Characteristics of Effective Learning are;
(Taken from statutory framework for the EYFS 2012)
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
Exceeding expected levels or,
Not yet reaching expected levels (‘emerging’)
A record of their Characteristics of Effective Learning is shared with parents and school staff
in Year one as part of the transition process.
The profile reflects ongoing observations and discussions with parents and/or carers. The results of the profile are then shared with parents and/or carers.
From Pre-school /Feeder settings
At Lady Joanna Thornhill Primary School we value all the opportunities to share information and learn about the children from those people who know them best, therefore we ensure we provide a comprehensive transition period to enable staff, parents and children as many options as possible to meet and share information. During the Summer term prior to a child’s entry into the Reception year, the following procedures have been put into place to ensure successful transition
From Reception Class to Key Stage 1
During the final term in Reception, the EYFS Profile is completed for each child. The Profile provides parents and carers, staff and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels. The Profile includes on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.
Each child’s level of development is assessed against the Early Learning Goals. The profile indicates whether children are meeting expected levels of development, or if they are Exceeding expected levels, or not yet reaching expected levels; Emerging. Year 1 teachers are given a copy of the Profile report and a meeting takes place between teachers to talk through the child’s skills and abilities in relation to the three key Characteristics of Effective Learning. The pupils get opportunities to meet their Year 1 teacher and their new classroom throughout the Summer Term so that relationships can be formed. Constructive dialogue occurs between Reception and Year 1 teachers about each child’s stage of development and learning needs. This then assists with the planning of activities in Year 1.
This policy has been written in conjunction with the following policies:
All members of the school are treated as individuals. We aim to meet the needs of all, taking account of gender, ability, ethnicity, culture, religion, language, sexual orientation, age, special educational needs, disability, and social circumstances. All staff are aware of the need for the curriculum to reflect cultural diversity and the need to prepare pupils for life in a diverse and multi-faith society.
Health and Safety
At Lady Joanna Thornhill Primary School there are clear procedures for assessing risk (see health and safety policy) which includes procedures for keeping children safe during outings and for any aspects of the environment or provision that may require a further risk assessment.
In line with the EYFS statutory framework, at Lady Joanna Thornhill Primary School we undertake;
Safeguarding and Welfare
Our safeguarding and welfare procedures are outlined in our safeguarding policy