Longlands Primary School | Policy For Early Years

Policy For Early Years January 2022

Aims At Longlands Community Primary School and Nursery, we believe that every child deserves the best possible start in life and the appropriate support in order to fulfil their full potential. A child’s experience in the early years has a major impact on their future life chances. Early Years provision at Longlands aims to help young children build solid foundations on which to develop into independent and fearless lifelong learners.

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. Many of our children join our Reception Class from our onsite nursery in the September following their fourth birthday.

Longlands Community Primary School supports and adheres to the United Nations Rights of the Child. For example: Article 28: All children have the right to a primary education, which should be free.

Article 29: Children’s education should develop each child’s personality, talents and abilities to the fullest. It should encourage children to respect others, human rights and their own and other cultures. It should also help them learn to live peacefully, protect the environment and respect other people.

Structure of the Early Years Foundation Stage Longlands Primary School and Nursery School has an Early Years provision supporting an onsite Nursery and Reception cohort. The nursery offers ten sessions per week and has the capacity to accommodate up to 34 children within one session.

Children can attend 5 morning or 5 afternoon sessions or attend for a two-and-a-halfday block for their 15 hours funded sessions. If not eligible for government funded sessions parents can pay for their child to attend from the day after they are 2 years old.

If they are attending a full day session 9-3 this will include lunch session, where parents can provide a packed lunch, or they can choose a hot meal at extra cost unless the children are eligible for FSM. Adult to child ratios are 1:8 for 3/4 year olds (unless a teacher is present which then becomes 1-13 for 3/4 year olds) and 1:4 for 2 year olds at all times. The Nursery accepts 2-year-old (24U) funding and 30 hours funding in addition to the statutory funding for 3/4-year-olds.

Our reception provision has the capacity to accommodate 30 children.

The EYFS is based upon four principles: Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.

Children learn to be strong and independent through positive relationships.

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers.

Children develop and learn in different ways and at different rates, the education and care of all children begins in their early years.

A Unique Child At Longlands Community Primary School we have the philosophy that every child is a competent learner who can be resilient, capable, confident and self-assured. We recognise that children develop in individual ways and 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 / sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. Children are given 1-1 feedback about their learning and there is a high focus given to how pupils learn as individuals.

Inclusion We value the diversity of individuals and families within the school community. All children at Longlands are treated with equity regardless of gender, race, religion or ability. To ensure our pupils achieve their best we take account of our children’s range of life experiences and interests when planning for their 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; ➢ Use 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; ➢ Plan challenging activities for children whose abilities and understanding are in advance of their language and communication skills; ➢ Monitor children’s progress and take action to provide support as necessary.

It is important to us that all children in the school are ‘safe’. We base our behaviour policy on helping our children to appreciate boundaries and limits, and at the same time to recognise their rights and to articulate their responsibilities. We base our behaviours and responsibilities around the 3 expectations, Be Ready, Be Respectful, Be Safe and provide the children with choices to help them develop this important life skill. We want our children however to be able to take risks whilst being taught how to recognise and avoid hazards.

We aim to protect the physical and psychological wellbeing of all children.

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.

At Longlands Community 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. These requirements are as follows;

➢ To promote the welfare of children by creating a culture of vigilance where children and learners’ well-being is promoted and where timely and appropriate safeguarding action is taken for children or learners who need extra help or who may be suffering or likely to suffer from harm; ➢ To promote good health, preventing the spread of infection and taking appropriate action when children are ill; ➢ To manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs; ➢ To ensure all adults who look after the children or who have unsupervised access to them are suitable to do so; ➢ To ensure that the premises, furniture and equipment are safe and suitable for purpose; ➢ To ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs; ➢ To maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children.

Positive Relationships At Longlands Community Primary School and Nursery, we understand that children learn to be strong and 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 play, and their future roles in educating their children. We do this through: ➢ Conducting home visits to meet the child and the family in their own environment, to talk to the child and gain valuable information from parents about them before they start in our nursery or reception class ➢ Offering all parents the opportunity to take part in our Parents in Partnership induction programme with their child prior to them starting in the school setting; ➢ The children have the opportunity to spend time with their new classmates and teacher before starting school during our induction mornings; ➢ During the first induction morning new parents spend an hour in the classroom settling children and sharing activities. They then attend a meeting with the EYFS Coordinator who talks through procedures and how parents can support their children’s learning at home. ➢ Induction Packs are given to parents providing useful materials for the children and parents to make a scrap book together before they start school; ➢ Offering parents regular opportunities to talk about their child’s progress in our reception class and allowing free access to the Big Books, Tapestry and the child’s books; ➢ Encouraging an open door policy and encouraging parents to talk to the child’s teacher if there are any concerns. There is a formal meeting for parents each term

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where the teacher and the parent/carer are able to discuss the child’s progress in private.

Parents are invited to attend workshops in order to show them a range of activities that they can do at home with their children.

Offering parents opportunities to talk about their child’s progress and targets through 1:1 feedback meetings with the parent, child and teacher at least once a term.

Seesaw is used in EYFS to communicate with parents and give them weekly updates on our learning through the use of photos, videos and announcements.

This is a great platform to share all the fun things children have been getting up and to celebrate their successes.

Parents receive a report on their child’s attainment and progress at the end of each term. This includes a short report on the characteristics of learning.

In nursery each new starter aged 2 receives a summary report which compliments the 2-year-old progress check. This is completed within the first 6 weeks of their first term.

Arranging a range of activities throughout the year that encourage collaboration between the child, school and parents: Curriculum Weeks, homework projects, Open Day workshops, Sports Day, family learning courses, Forest School session etc.

Enabling Environments At Longlands Community Primary School and Nursery, 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, development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning.

Observation, Assessment and Planning The Planning within the EYFS follows the school’s creative curriculum which is based around half termly themes. These plans are used by the EYFS teachers as a guide for weekly planning. However, the teacher may alter these plans in response to the needs (achievements and interests) of the children. This will be indicated on the weekly planning. On entry into reception, children are assessed using the NFER Baseline Assessment and NELI. The results are used as a starting point for the children.

We make regular assessments of children’s learning and use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes the form of really noticing, listening, and talking to the children. Although there are planned, and informal observations recorded by iPads on Tapestry and in written note form, the setting places high value on what the practitioner knows and can discuss about the child. Adults play a pivotal part in the children’s development through careful observation and scaffolding their learning, carefully planning the next steps in each Childs learning journey.

Staff use the New Development Matters to plan next steps for learning children’s development and Tapestry to capture firsts and wow moments where children demonstrate knowledge and skills independently in their provision.

At the end of the reception year in school, all children are assessed against the 17 Early Learning Goals and this is recorded onto the Early Years Profile. Within the final term of the EYFS, we provide a written summary to parents, reporting their progress against the ELG’s and a short report on the characteristics of learning.

The Learning Environment The EYFS classrooms are organised to allow children to explore and learn securely and safely. The nursery is based in its own self-contained building with an emphasis on free flow provision. There are areas where the children can be active, quiet or rest. The indoor and outdoor classroom is set up in learning areas, where children are able to find and locate equipment and resources independently. The EYFS class has their own enclosed outdoor area. This has a very positive effect on the children’s development.

Being outdoors offers opportunities for the children to do things in different ways and on different scales than when indoors. It offers the children the chance to explore, use their senses, develop their language, take risks and be physically active. We plan activities and resources for the children to access both indoors and outdoors that help the children to develop in all 7 areas of learning.

Curriculum Our Early Years setting follows the Curriculum as outlined in the 2021 Statutory Framework of the Early Years Foundation Stage (EYFS).

The EYFS framework outlines the Characteristics of Effective Teaching and Learning and the 7 areas of Development.

The Characters of Effective Teaching and Learning are organised into three primary strands and are essential components towards children becoming self-regulated learners. These are: Playing and exploring - children investigate and experience things, and ‘have a go’ “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.

Active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements. “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.

Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things 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 understandings and ways of

doing things. Adult support in this process enhances their ability to think critically and ask questions.”

Children should be given opportunities 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 Longlands Primary School and Nursery, we know that all of the children learn develop in different ways and at different rates. There are seven areas of learning and development that must shape the educational provision in Early Years Settings. These are divided into Prime and Specific areas of learning.

The 3 Prime areas of learning 1. Communication and Language 2. Physical Development 3. Personal, Social and Emotional Development Communication and language underpin all areas of learning within our early years curriculum and continues to be developed within our provision, teaching, learning and planning methods. 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. Planned learning supports the progress and development of listening and speaking, enabling children to process information into thinking and understanding. Children practise their physical skills alongside developing social skills, which supports greater independence and higher levels of confidence The 4 Specific Areas of learning 4. Literacy 5. Maths 6. Understanding the World 7. Expressive Arts and Design The 4 specific areas of learning provide a context for development and reflect cultural knowledge and accumulated understanding. They are dependent on learning in the Prime areas. Our continuous provision demonstrates a strong emphasis upon supporting children’s understanding of the world along with enabling them to express themselves imaginatively and creatively, using art and design. New learning and topics are adapted to reflect the needs of the children and their interests.

None of these areas can be delivered in isolation from one another. They are equally as important and depend on each other. 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.

Planning

The 3 prime areas are at the core of early years planning. Staff carefully plan activities which enable children to link personal experiences with new learning, providing a wide range of contexts to revisit, practise, apply, and develop transferable skills and understanding. Emphasis is placed upon the importance of using sensory play in the development of language skills, alongside enhancing provision for identified groups of children. Staff take into account the individual needs, interests, and stages of development of each child in their care, and use this information to plan challenging and enjoyable experiences. 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. Staff are reflective in their practice and systematically observe and evaluate the effectiveness and value of planned provision within the inside and outside learning spaces. They respond to children’s levels of interest and engagement, ensuring accurate pitch and pace for developing cognition and learning. Planning and interactions are supported by progressive sequences of questioning to develop thinking, understanding and language for reasoning.

Learning and Development At Longlands Primary School and Nursery, we know that all of the children learn develop in different ways and at different rates. There are seven areas of learning and development that must shape the educational provision in Early Years Settings. These are divided into prime and specific areas. The three prime areas are important in developing children’s curiosity and enthusiasm for learning.

Prime areas; ➢ Personal, Social and Emotional Development ➢ Communication and Language ➢ Physical Development The other four areas are called specific areas. Through these the prime areas are strengthened further.

Specific areas; ➢ Literacy ➢ Mathematics ➢ Understanding the world ➢ Expressive arts and design None of these areas can be delivered in isolation from one another. They are equally as important and depend on each other. 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. Teaching and Learning Our policy on teaching and learning defines the features of effective teaching and learning in our school. Features that relate to the EYFS are: ➢ The partnership between teachers and parents, so that our children feel secure at school and develop a sense of well-being and achievement.

➢ All staff in EYFS must have a good grasp of child development and how young children learn best. ➢ The range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play and talk or other means of communication. ➢ The carefully planned curriculum that helps children to work towards the Early Learning Goals throughout EYFS. ➢ The provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities; ➢ To place high priority on development communication skills and talk, to encourage children to talk about their learning, and to develop independence and selfmanagement. ➢ The support for learning with appropriate and accessible indoor and outdoor space, facilities, and equipment. ➢ The identification of the progress and future learning needs of children through observations, which are shared with parents. ➢ The good relationships between our school and the settings that our children have experienced prior to joining our school.

The role of the Early Years Coordinator The Early Years Coordinator has several roles: ➢ To monitor and evaluate the Foundation Stage curriculum including planning and assessment procedures. ➢ To hold weekly EYFS staff meetings for the purpose of developing consistency in curriculum and Teaching and Learning across EYFS, staff training, moderation ➢ To review and revise the Early Years policy annually with the team. ➢ To ensure continuity and progression between EYFS and Year 1 class. ➢ To analyse the results of the Foundation Stage Profile.

Monitoring and review It is the responsibility of the EYFS teachers to follow the principles stated in this policy.

The Headteacher and EYFS Coordinator will be carrying out monitoring of the EYFS as part of the whole school monitoring schedule. Copies of these scrutinies will be shared with the MAT Executive Headteacher and Governors.

EYFS Team January 2022