Birchwood Primary SchoolEARLY YEARS FOUNDATION STAGE POLICY

September 2011

This document outlines the philosophy, aims and principles of Early Years teaching and learning in Reception at Birchwood Primary School. The document underpins practice in all areas of provision.

Early Years Foundation Stage

“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.”

“Statutory Framework for the Early Years Foundation Stage”, Department for Children, Schools and Families, 2007.

Early childhood is the foundation on which children build the rest of their lives. At Birchwood School we greatly value the important role that the Reception Class plays in laying secure foundations for futurelearning and development, however we also believe early childhood is valid in itself, as part of life. It is important to view the Reception Class as preparation for life and not simply preparation for the next stage of education.The (Early Years Foundation Stage) EYFS is for children from birth to five years of age. At Birchwood we follow the statutory guidance set out in the “Early Years Foundation Stage” document (Department for Children, Schools and Families, 2007).All children begin school with a variety of experiences and learning. It is the privilege of the practitioners working in the Reception Class to take on the task of building upon that prior learning and experience. This is done through a holistic approach to learning, ensuring that parents/guardians, support staff and the Reception Teachers work effectively together to support children's learning and development.

Unique ChildIt is every child’s right to grow up safe, healthy, enjoying and achieving, making a positive contribution and with economic well-being. At Birchwood the overarching aim of the Reception Class is to help young children achieve these outcomes. We aim to provide a

broad and balanced curriculum which will enable each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to his/her full potential. Each child is valued as an individual and teaching and learning is based on the understanding that children develop at different rates.

At Birchwood we aim to: provide a safe, challenging, stimulating, caring and sharing

environment which is sensitive to the needs of the child, including children with additional needs

provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for future learning and development in Key Stage 1 and beyond

provide opportunities for children to learn through planned, purposeful play in all areas of learning and development

use and value what each child can do, assessing their individual needs and helping each child to progress

enable choice and decision-making, fostering independence and self confidence

work in partnership with parents/guardians and value their contributions

ensure that all children, irrespective of ethnicity, culture, religion, home language, family background, learning difficulties, disabilities, gender or ability, have the opportunity to experience a challenging and enjoyable programme of learning and development

provide experiences for all children, whatever their needs, which are inclusive.

Learning and DevelopmentThe Early Learning Goals (the knowledge, skills and understanding which young children should have acquired by the end of the Early Years Foundation Stage) and the educational programmes (the matters, skills and processes which are required to be taught to young children) are set out in the “Statutory Framework for the Early Years Foundation Stage” document (Department for Children Schools and Families, 2007). The six areas of learning and development are:

Personal, Social and Emotional Development (PSED) Communication, Language and Literacy (CLL) Problem Solving, Reasoning and Numeracy (PSRN) Knowledge and Understanding of the World (KUW) Physical Development (PD) Creative Development (CD)

At Birchwood we believe these six areas are equally important and depend on each other to support a rounded approach to child

development. We aim to deliver all the areas through planned, purposeful play, with a mix of adult-led and child-initiated activities.

PlanningGood 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 do. Our planning shows how the principles of the EYFS will be 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. All practitioners who work in the Reception Class at Birchwood are involved in this process. There are three stages of planning the curriculum:1. Long Term PlanningWe have created a framework, which gives structure and coherence to thecurriculum. Topics or themes are planned for each half term and the Early Learning Goals and appropriate Development Matters are distributed over the terms, to determine broad and balanced coverage. This coverage is monitored at the end of each term through the completion of a Key Skills and Breadth of Study grid. Some Early Learning Goals provide a focus for certain terms, particularly those relating to Knowledge and Understanding of the World.Topic plan 2011-2012:Autumn 1 ColourAutumn 2 Celebrations Spring 1 AnimalsSpring 2 The Jolly PostmanSummer 1 In the GardenSummer 2 At the Seaside2. Medium Term PlanningWe address particular aspects of the curriculum in more detail for each half term. We include links between areas of learning and development and opportunities for ICT. Learning objectives, assessment opportunities, and activities and experiences for each area of learning and development may be identified.3. Short Term PlanningWe identify specific learning objectives, activities, differentiation, deployment of adults, ICT, outdoor/indoor work and resources, to meet the learning needs of the children on a day-to-day basis. It allows for flexibility in response to individual children’s needs and interests and for revision and modification, informed by on-going observational assessment.

Staffing and Organisation

There is one Reception Class at Birchwood, with a maximum intake of thirty children. We maintain an adult/pupil ratio of 1:15 as there is a full time Teaching Assistant supporting the Class Teacher everyday. All children turning 5 within the school year (1st September-31st August) are offered a fulltime place within the Reception Class, however, it is the parents’ decision whether their child attends either full time or part time (for example, they may choose for their child to take part time in their first time and full time in the subsequent term). Parents are requested to complete a form outlining their intentions (see Appendix 1). If parents request a part time place we feel it is critical to maintain communication with parents about how their child is ‘coping’ at school so that full time schooling can begin as soon as all parties feel the child is ready. These decisions may not therefore be made on a purely termly basis.Reception has its own classroom with toilets and a secure outdoor area. The Teachers liaise with the Teaching Assistant, and she is involved in planning, preparation and assessment. We are always aiming to improve our teaching skills, knowledge and understanding and so all practitioners are encouraged to participate in local authority courses, EYFS network group and indeed the Birchwood Reception Teachers are responsible for the organization and chairing of the local cluster group. Practitioners also conduct and attend in-house training and disseminate new initiatives, ideas and teaching methods to colleagues. We support the local college and universities, mentoring many students on CACHE diploma L2 and L3 courses as well as Early Childhood study degrees and teacher training. The students not only increase the level of adult support we are able to offer the children, but also bring new experiences, initiatives, and ideas to our setting.

Assessment, recording and monitoringAt Birchwood we undertake assessment for learning. We analyse and review what we know about each child’s development and learning, and then make informed decisions about the child’s progress. This enables us to plan the next steps to meet their development and learning needs. All practitioners who interact with the child contribute to the assessment process.Formative assessmentThis type of assessment informs everyday planning and is based on on-goingobservational assessment of each child’s achievements, interests and learning styles. Formative assessment may take the form of anecdotal observations, focused observations recorded on group/class record sheets, other focused assessments e.g. sound/number, annotated examples of work, photographs, video, audio and information from parents. Each child has a ‘My Learning Journal’ in which this evidence

is stored. We plan for observational assessment when undertaking our medium and short term planning and because our planning is responsive it is also annotated with daily observations.Summative assessmentThe EYFS Profile summarises all of the formative assessment undertaken and makes statements about the child’s achievements against thirteen scales. It summarises children’s progress towards the Early Learning Goals. It is completed at the end of the academic year and is a statutory requirement. At Birchwood, achievements are inputted at the end of each half term and the data is rigorously analysed to inform all future planning and observations/assessments not only for the cohort as a whole, but also for individuals. The half termly data analysis is shared with the SMT. Teachers undertake in-house, Cluster and LEA moderation. (For further information see the Assessment Policy). Reception Class planning and children’s work is open to the same scrutinies as all other classes by the Subject Leaders and SMT. Lesson observations for performance management and the school development plan are carried out by the Headteacher and Deputy Headteacher.

Learning through play“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.”

(“Early Years Foundation Stage”, Department for Children, Schools and Families, 2007)

At Birchwood we do not make a distinction between work and play, active learning is at the heart of philosophy. We support children’s learning through planned play activities, and decide when child-initiated or adult-led activities would provide the most effective learning opportunities. We believe that it is important for adults to support children’s learning through play, by getting involved in the play themselves.

Enabling Environments“A rich and varied environment supports children’s learning and development. It gives them the confidence to explore and learn in secure and safe, yet challenging, indoor and outdoor spaces.”

(“Early Years Foundation Stage”, Department for Children, Schools and Families, 2007)

We aim to create an attractive, welcoming and stimulating learning environment which will encourage children to explore, investigate and learn through first hand experience. We also aim to make it a place

where children feel secure and confident, and are challenged to develop their independence.Activities are planned for both inside and outside, and children often have the freedom to move between the indoor and outdoor classroom throughout the school day. The learning environment incorporates a variety of different areas of continuous provision, for example: role play, writing area, computer area, creative area, malleable area, small world, sand, water, construction, maths area and investigation area. These areas are carefully arranged to encourage quiet areas and more active areas within the learning environment.Children are encouraged to become independent learners and to take someresponsibility for initiating their own lines of enquiry and investigation. Children in the Reception Class also access the Forest School, Computer Suite, Hall, School Garden and Sensory Garden as part of the whole school.

Positive relationshipsLiaison with pre-school settings and inductionAt Birchwood we have many feeder pre-schools. We have especially close links with The Saplings Preschool. The Saplings visit the school regularly, for example to use our school grounds and attend our Christmas play. During the Summer term part of their Rising 5’s session is held in the Reception classroom/outdoor area and during this time the class teachers and teaching assistant work alongside the play leaders and are thus able to develop good relationships with many of the children before they start at Birchwood in September. During PPA time the class teachers endeavour to visit as many of our feeder pre-schools as possible and strong links have been forged with Rhymes Nursery and Martlesham Playschool too.Our Induction Programme is extensive as we believe that our new children and their parents should be as familiar with the staff and setting as possible before attending. We hold an informal play session at the beginning of the Summer term, so that initial contact is made with all families. The children and parents are then invited to a practice session including a complementary school lunch for both children and parents so that they have first hand experience of a school dinner and a Birchwood lunchtime! Children each receive a ‘Welcome to Birchwood’ picture book. We hold a parent information evening covering housekeeping issues as well as curriculum information. It is an informal evening with the indoor and outdoor learning environment set up to allow parents the opportunity to

experience a school day just as their children do. We feel this particularly helps to demonstrate successful learning through play. Home school visits are carried out to all children in the first week of the Autumn term. This allows parents and children to ask questions and raise concerns in the privacy of their own home as well as allowing positive personal relationships to be refreshed after the summer break. The teaching assistant accompanies the class teacher on these visits. The class is integrated into a full day gradually in September, whereby we offer a shorter session (9-1) with only half the class in at a time. These smaller groups allow for a closer personal and social time. The Guardian Angel lunchtime scheme is also part of our induction. Year 6 children apply for this role, whereby they are expected to guide and support the Reception children throughout their first year of schooling. Any records form Pre-schools/Child Minders, such as ‘My learning Journey’ /Development Matters are used to further our knowledge of the new intake. We ask permission for these records to be kept by the school until the end of Autumn 1, before they are returned to parents/guardians.

Reception to Year 1 TransitionThe Reception and Year 1 Teachers have worked together to make the transition from the Early Years Foundation Stage to Key Stage 1 as smooth as possible.At Birchwood:

children are encouraged to develop independence when dressing and undressing and when organising their personal belongings throughout Reception practitioners plan for more structured activities to be undertaken during the Summer term, encouraging less dependence on adult support

Reception children meet year 1 teachers during whole school activities during the year (Christmas play, Christmas party, school disco etc)

Reception children are gradually integrated into whole school playtimes and lunch playtimes on the ‘big’ playground and field.

an EYFS Profile end of year class summary is passed on to year 1 teachers with a final analysis of strengths/weaknesses

Reception and Year 1 teachers meet to discuss individual needs of children in July

Reception children visit their new Year 1 class and teacher for a whole day in July

the Autumn 1 year 1 curriculum and learning environment endeavors to reflect that of the previous terms Reception eg; role play, writing table, and children also have equal access to the outdoor area.

Home/School LinksWe recognise that parents/guardians are the child’s first and most enduringeducators. When parents/guardians and practitioners work together in early years settings, the results have a positive impact on the child’s development. A successful partnership needs to be a two-way flow of information, knowledge and expertise. We aim to develop this by:

outlining the EYFS curriculum to parents/guardians during the new parents meeting in July, to enable them to understand the value of supporting their child’s learning at home

encouraging parents/guardians to complete the home/school admissions forms

Home/school visits sending home an half termly overview and newsletter letter,

informing parents/guardians of the learning that will be taking place at school

holding parent/guardian workshops/information sessions eg; induction evening, phonics/reading/maths workshops

operating an “open door” policy, whereby parents/guardians can come and discuss concerns and developments in an informal manner

inviting parents/guardians into the classroom for themed days such as harvest supper, pirate day, Mother’s Day etc and to accompany children on school visits

encouraging parents/guardians to listen to their child read each night and to comment on reading progress in a home/school reading diary as well as using this diary as a communication channel between home/school

encouraging relevant learning activities to be continued at home e.g. phonics and tricky word practice, Library books and family games

discussing individual targets with parents/guardians at parents’ evening in October and February (informed by the EYFS Profile)

providing an annual written report to parents/guardians in July summarizing the child’s progress

holding a Celebration of Achievement assembly at the end of each half

asking and sharing with parents pupil and parent questionnaires sharing the ‘My Learning Journal’ and the ‘jigsaw sheet’.

Equal OpportunitiesAt Birchwood 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.

InclusionChildren with special educational needs will be given support as appropriate to enable them to benefit from the curriculum. 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. Reception Teachers discuss these targets with the child and his/her parents/guardians. Progress is monitored and reviewed every term.The school’s SEN Co-ordinator 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.Children with English as an Additional Language are assessed by the LEA advisory teacher and the subsequent report provides Reception practitioners with support and guidance.

Signed (EYFS Leader):

Signed (Headteacher):

Signed (Chair of Governors):

Date: 5th September 2011Policy to be reviewed July 2012