St John’s CE First School
Foundation Stage Policy
"As a Church of England School we are guided by our Christian values in
supporting the learning of all our children"
Article 29: Education should develop each child’s personality and talents to
the full.
Introduction
The Early Years Foundation Stage extends from birth to the end of the Reception year when the child is five.
Children join St John’s CE First School at the beginning of the school year in which they are five, although
we recognise that compulsory schooling does not begin until the start of the term after a child’s fifth birthday.
Children joining our school have already learnt a great deal and the early years education we offer our
children is carefully structured to provide for the different starting points of each child. It plans for relevant,
purposeful and appropriate learning activities that build on what the child can already do in a safe, secure
and stimulating environment in which the children can reach their full potential.
Our Expectations of Best Practice for all children in the Foundation Stage at St John’s includes:
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a partnership between teachers and parents that helps our children to feel secure at school, and
to develop a sense of well-being and achievement
developing the moral and social values of the children
valuing cultural diversity within our school and community
an understanding that teachers have of how children develop and learn, and how this must be
reflected in their teaching
a range of approaches that provide first-hand experiences, give clear explanations, make
appropriate interventions, and extend and develop the children’s play, talk or other means of
communication
careful planning that helps children achieve the Early learning Goals by the end of the
Foundation Stage
involving the children in planning their learning
provision for children to take part in activities that build on and extend their interests, and
develop their intellectual, physical, social and emotional abilities
encouragement for children to communicate and talk about their learning, and to develop
independence and self-management
support for learning, with appropriate and accessible space, facilities and equipment, both
indoors and outdoors
identification, through observations, of children’s progress and future learning needs, which are
shared with parents
a good relationship between our school and the other educational settings in which the children
have been learning before joining our school
a regular identification of training needs for all adults working at the Foundation Stage
following the safeguarding and welfare requirements of the Early Year Foundation Stage
Statutory Framework.
The Early Years Foundation Stage framework
The EYFS is based upon four principles
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development
Teaching in the EYFS is delivered in accordance with the government’s statutory document ’The Statutory
Framework for the Early Years Foundation Stage’ (Revised April 2017). This document is based on four
overarching principles: ‘A Unique Child’, ‘Positive Relationships’, ‘Enabling Environments’ and ‘Children
Learn in Different Ways and at Different Rates.’
The curriculum is centered on 3 prime areas of learning:
Personal, Social and Emotional Development
Communication and Language
Physical Development
Providers must also support activities through four specific areas which strengthen the prime areas. These
are:
Literacy
Mathematics
Understanding the World
Expressive Arts and Design
These Areas of Learning and Development address children’s physical, cognitive, linguistic, social and
emotional development. No one aspect of development stands in isolation from the others as all Areas of
Learning and Development are all closely interlinked. This ensures the delivery of a holistic, child-centred
curriculum which allows children to make lots of links between what they are learning. All Areas of Learning
and Development are given equal weighting and value.
Active Learning through Play
We organise the day to provide a balance between the following:-.
● Child initiated Activities - children make choices from within the learning environment to meet his/her
outcome for learning.
● Adult Initiated Activities- practitioners provide the resources to stimulate and consolidate learning.
● Adult Directed Activities – Children engage in planned activities to meet specific learning outcomes.
● Whole Class Activities
At St. John’s we recognise that young children learn best when they are active. We understand that active
learning involves other people, objects, ideas and events that engage and involve children for sustained
periods. Therefore, we believe that Early Years education should be as practical as possible and our EYFS
setting has an ethos of learning through play. We recognise the importance of children’s play. It is an
essential and rich part of their learning process, supporting them in all areas of development. Play is a
powerful motivator encouraging children to be creative and to develop their ideas, understanding and
language. Play is also flexible and able to suit the preferred learning style of the child. It can provide multiple
ways for children to learn a variety of different skills and concepts. In providing these active learning
opportunities through play we understand the central position of play within the EYFS framework. This is
essentially a play based curriculum and pedagogy as the provision of play opportunities underpins its
delivery.
Right Respecting School
As a Rights Respecting School, every opportunity is taken to exploit links with the United Nations Convention
for the rights of every child.
Article 3
All organisations concerned with children should work towards what is best for each child.
Article 29
Education should develop each child’s personality and talent to the full. It should encourage children to
respect their parents, and their own and other cultures.
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Article 31
All children have the right to relax and play, and to join in with a wide range of activities.
We aim to familiarise the children with some of the articles which apply directly to us as a school.
The Foundation Stage and Inclusion
We believe that all our children matter and give them every opportunity to achieve their best. We do not
discriminate against children because of their ‘differences’ and all children are treated fairly. All children and
their families are valued at St.John’s. We do this by taking account of our children’s range of life experiences
when we are planning for their learning and through our teaching we provide learning opportunities that
enable all pupils to make good progress. We enable all children to have access to the full range of activities
which provides a broad and balanced education. We strive hard to meet the needs of those pupils with
special educational needs, those with disabilities, those with special gifts and talents, children from all social
and economic backgrounds, all ethnic groups and those learning English as an additional language. We take
all reasonable steps to achieve this. At the Foundation Stage we set realistic and challenging expectations
keyed to the needs of our children so that they will all reach their full potential.
We meet the needs of all our children through:
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planning opportunities that build on and extend the children’s knowledge, experience and
interests, and develop their self-esteem and confidence
using a variety of teaching strategies that are based on children’s learning needs
providing a wide range of opportunities to motivate and support children, and to help them to
learn effectively
offering a safe and supportive learning environment, in which the contribution of all children is
valued
employing resources that reflect diversity, and that avoid discrimination and stereotyping
planning challenging activities for children whose ability and understanding are in advance of
their language and communication skills
monitoring children’s progress, and providing support (such as speech therapy) as necessary
Transition
Whenever possible Early Years staff aim to visit all children in their pre-school settings in the Summer term
and take the opportunity to discuss the children’s needs with their key person. Transition records are also
shared. Pre-school staff are invited to visit the reception class with their key children during the second half
of the summer term and they are also invited to the information evening. Children are also invited to visit the
classroom with their parents/carers for a stay and play session and also for a second session independently.
Home visits are carried out at the beginning of the Autumn Term before the children start school.
Child Protection
The school is committed to safeguarding and providing for the welfare of all pupils and expects its staff to
share in this commitment. All practitioners are trained to understand the school’s child protection policy.
Practitioners are trained to use the ‘My Concern’ safeguarding system to log concerns regarding any aspects
of children’s safeguarding. All practitioners and volunteers who work in the EYFS have been subject to the
relevant checks before working with the children.
Assessment
When children start school a Baseline Assessment is completed and used in conjunction with information
gained from pre-schools and home to identify starting points for each child. From this point regular
assessments are made of the children’s learning. Observations take place on a daily basis (both formally and
informally). Practitioners make time to carry out planned observations of individuals and groups of children
regularly. They also make spontaneous observations in order to capture significant moments of children’s
learning. All practitioners are involved in observing children. Practitioners use observations to support their
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developing knowledge of individual children. It informs them of children’s abilities, needs, interests and
characteristics of learning. Observations are evaluated, children’s learning priorities are identified and
relevant learning opportunities are planned to support children to achieve their next steps. Assessments are
continuous and recorded regularly using Early Years Outcome statements. All assessments help to inform
planning and identify the children’s next steps. At the end of the final term in reception a summative
assessment known as the Foundation Stage Profile is completed using the evidence gathered throughout
the year. The child’s next teacher uses this information to make plans for the start of year 1. The information
is also shared at parent consultation meetings. Each child has a Learning Journey which contains a range of
evidence that we can share with parents at each parental consultation meeting. Parents also receive an
annual report. It highlights the child’s strengths and development needs, and gives details of the child’s
general progress. These are completed in June, and sent to parents in early July.
The role of parents
We believe that all parents have an important role to play in the education of their child. We therefore
recognise the role that parents have played, and their future role, in educating the children. We do this
through:
● talking to parents about their child before their child starts in our school
● visits by the teacher and teaching assistant to all children in their home setting prior to their
starting school
● opportunities given to the children to spend time with their teacher before starting school
● inviting all parents to an induction meeting during the term before their child starts school
● curriculum workshops in the Autumn Term.
● encouraging parents to talk to the child’s teacher if there are any concerns
● having flexible admission arrangements, and allowing time to discuss each child’s circumstances
● encouraging parents to stay if there are problems with the child’s admission
● offering a range of activities, throughout the year that encourage collaboration between child,
school and parents.
● Celebration of Learning sessions before, during or after school every half term.
● providing various activities that involve parents, i.e. regular communication with home through
the child’s home link book, inviting parents to curriculum evenings, wow books and maths
investigation packs.
● sending home information outlining the children’s learning on a regular basis
● Encouraging parents to regularly complete the ‘WOW’ book with their child.
There is a formal meeting for parents each term at which the parents discuss the child’s progress in private
with the teacher. Parents receive a report on their child’s attainment and progress at the end of the school
year. The children’s Learning Journey also forms part of this report.
Resources
We plan a learning environment, both indoors and outdoors, that encourages a positive attitude to learning.
We use 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 and resources on offer, as we
believe that this encourages independent learning.
Monitoring and Review
This policy was written by the EYFS Lead. It is the responsibility of the EYFS Lead in conjunction with the
Head of School to ensure that the principles of the policy are followed. The Head of School, SLT and EYFS
Lead will monitor provision as part of the whole school monitoring schedule. It will be kept in the policy folder
and will be reviewed every two years. It is monitored by the leadership team and the governing body and is
accessible for all staff, governors and parents.
Reviewed: June 2017
Approved by Governing Body: June 2017
Review date: June 2018
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