Foundation Stage Policy  

CONTENTS

1. Aims

2. Legislation

3. Structure of the EYFS

4. Curriculum

5. Assessment

6. Working with parents

7. Safeguarding and welfare procedures

8. Staff training and support

8. Monitoring arrangements

Appendix 1. List of statutory policies and procedures for the EYFS

1. Aims

This policy aims 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 first and consistency in teaching and learning so that every child makes good progress and no child gets left behind
• 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

2. Legislation

This policy is based on requirements set out in the 2021 statutory framework for the Early Years Foundation Stage (EYFS). 

This document also complies with our funding agreement and articles of association.

3. Structure of the EYFS

Our EYFS consists of Foundation Stage One (Nursery- Apple Class) and Foundation Stage Two (Reception-Blossom Class).

Foundation Stage One is for rising threes, 'Rising threes' are children who are registered pupils at a school and have not reached the age of three but will do so before the end of their first term at school, three and four-year-old children.   We offer morning, afternoon and all day sessions. The morning session begins at 8:40am and finishes at 11:40am. The afternoon session begins at 12:15pm and ends at 3:15pm. Children who stay all day are looked after by teaching assistants during lunch time. There is a quiet space for children to have naps where needed. Families can order a school lunch which is charged or bring a healthy packed lunch to school.

Working parents are able to apply for 30 hours a week of government -funded early education for three and four year olds. All children aged three and four are entitled to 15 hours of government funded education. 

The sessions offered to nursery children are as follows:

For children eligible for 30 hours free childcare, parents may use the hours across the week as required.  Hours available are;

• Full day sessions plus wrap around  8.00am – 5.00pm including a free lunch
• Full day sessions 8.40am – 3.15pm
• Morning sessions 8.40am - 11.40am
• Afternoon sessions 12.15pm - 3.15pm.

∙ All other children – three hours free childcare daily 8.45am – 11.45am or 12.15pm – 3.15pm. (5x3=15 hours)

The cost of additional sessions, depending on availability, is £19.50 per session or £39 for a full day with lunch included.  If parents wish their child to have lunch at the end of their morning session or at the beginning of their afternoon session, the cost of lunch is £2.00.

More information about Foundation Stage 1 admissions can be found in the Foundation One Admission Policy.docx.

If parents wish for their child to attend Squirrel club (wrap around care) a morning session costs £5 which includes cereal and toast and an after school session costs £8 which includes an evening snack.

Foundation Stage Two is for four and five-year-old children and they can start in the September following their fourth birthday. School opens at 8:40am and home time is 3:15pm, learning time begins at 8:50am. Lunch time is between 12:00-1:00pm and children are taught how to eat at a table and play with their friends by our team of teaching assistants during this time.

All reception children are entitled to a free school meal and we strongly advise that all families take up this offer. Our menus can be accessed here:

Our premises are light, airy, safe and well resourced with suitable equipment to enhance children’s learning. We have a large outdoor classroom which provides our children with a stimulating environment in which to learn and progress.

4. Curriculum

Our early years setting follows the curriculum as outlined in the 2021 statutory framework of the EYFS.

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as 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. 

The prime areas are:

• Communication and language
• Physical development
• Personal, social and emotional development 

The prime areas are strengthened and applied through 4 specific areas:

• Literacy
• Mathematics
• Understanding the world
• Expressive arts and design
  

EYFS Principles

Four guiding principles shape practice at Co-op Academy Woodslee Early Years Foundation Stage which are inline with the academy’s aspirational vision, aims and values. These are:

• Unique child
• Positive Relationships
• Enabling Environments
• Learning and Development
  

1. A Unique Child

At Co-op Academy Woodslee Early Years Foundation Stage, 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 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.

2. Positive Relationships

We recognise that children learn to be independent by building secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families. This theme is about children learning to manage their feelings and build relationships. We respect all families and aim to develop a positive home-school relationship with parents and carers.

3. Enabling Environments

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. We ensure that inside and outside spaces in the EYFS are safe, interesting and engaging. Our EYFS staff support children, working as a team to help children succeed together.

4. Learning and Development

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 interconnected. We focus on ensuring that our children learn through play and exploration, with support for each individual. We encourage children to develop imagination, to get actively involved in learning and to make decisions. We make every attempt to develop children’s creative and critical thinking, balancing the need for both the children and adults to lead the learning.

4.1 Planning

Teachers plan activities and experiences for children that enable our pupils to develop and learn effectively. In order to do this, practitioners working with the youngest children focus strongly on the 3 prime areas. 

Staff 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, teachers 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. 

4.2 Teaching

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.

Phonics is taught through a programme called Read Write Inc, which is a government approved framework that supports children to learn to read whilst also developing a wide range of vocabulary and encouraging a love of stories. 

To support our teaching of writing, we use a programme called ‘Pathways to Write’.  It is an engaging framework based on the principles of how children learn. 

A number of programmes, including NCETM and Maths No Problem, are used to teach maths and children learn through play and hands on experiences. Children learn through play inside and outside, making use of materials and equipment that reflect both the community that the children come from and the wider world. We encourage the children to make their own selection of the activities on offer, as we believe that this encourages independent learning.

5. Assessment

At the start of the year all children in reception complete The Reception Baseline Assessment (RBA).  This is completed within the first six weeks in which a child starts in reception class.  

At Co-op Academy Woodslee, ongoing assessment is an integral part of the learning and development processes. Staff interact and 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. Tapestry, which is an on-line recording platform, where we record and store photographic and video observations and children also have their own maths, writing, phonics and PSHE books in Foundation Stage 2. Formative and summative assessments of children’s progress and attainment are loaded onto O’Track at the end of every term.

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
• Not yet reaching the expected levels (‘emerging’).
  

The profile provides parents and carers and teachers with a well rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for year 1. 

6. Working with parents

We recognise that children learn and develop well when there is a strong partnership between practitioners and parents and/or carers.

Parents and/or carers are kept up to date with their child’s progress and development through Tapestry. Parents’ meetings are held twice a year, during the autumn and spring terms. Parents and carers are invited to school to discuss their child’s progress, attainment and share any concerns they may have. The EYFS profile helps to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities.

Parents are invited to attend our regular Stay and Play sessions, where they will have the opportunity to engage with activities with their children.  

Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents and/or carers in guiding their child’s development at home. The key person also helps families to engage with more specialist support, if appropriate.

7. Safeguarding and welfare procedures

We maintain adult-child ratios in our EYFS as follows:

Nursery:

1 teacher plus 1 TA- ratio of 1:13
Rising Threes -1:5

Reception:

1 teacher plus 1 TA/HLTA- ratio of 1:30

Our safeguarding and welfare procedures are outlined in our Safeguarding policy.

8. Staff training and support

We believe that Continued Professional Development (CPD) increases teacher motivation, confidence and commitment to teaching. Learning new skills and applying them in the classroom can lead to a more stimulating and effective teaching environment.

We ensure that staff receive regular CPD in the form of regular one to one Professional Development Meetings (PDMs) and also attend relevant workshops and training sessions that are offered from the Co-op Academy Trust and other recognised providers.  Staff also use the
National College to complete regular CPD.

Our staff have termly performance management appraisals where targets are set based on the teachers’ standards and needs of the school. Targets are reviewed every term and if a member of staff has shown that they are off track to meet their targets, a support plan may be put in place by SLT.

9. Monitoring arrangements

This policy will be reviewed and approved by the EYFS team every 2 years. 

At every review, the policy will be shared with the Academy Governing Council.

Appendix 1. List of statutory policies and procedures for the EYFS 

Policy links to be added