EYFS Policy
The Statutory Framework for the Early Years Foundation Stage has informed this policy. The framework
covers the education and care of all children in early years provision, including children with special
educational needs and disabilities.
Aims and Ethos for learning, development and care in the Early Years Foundation Stage
The EYFS principles which guide the work of all practitioners are grouped into four distinct but
complementary themes:
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Every child is a unique child, who is constantly learning and can be resilient, capable, confident and
self-assured;
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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; and
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Children develop and learn in different ways and at different rates.
Aims
We believe that the Early Years are critical in children’s development and that the EYFS builds a firm basis
for future learning, development and independence.
We aim to:
• Provide a happy, secure, well-ordered and stimulating environment, where children can develop as
independent individuals through interaction with sensitive adults and other children.
• To offer a broad and balanced curriculum which extends previous learning and covers the seven areas of
learning as set out in the Early Years Foundation Stage Framework (Sept 2012).
• To ensure that children develop positive attitudes to learning, self-motivation, curiosity, confidence and
responsibility.
• To provide children with first hand learning experiences rooted in purposeful play in which they can
become actively engaged, expressing thoughts, ideas and feelings.
• To develop the whole child socially, spiritually, emotionally, physically, intellectually and aesthetically.
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• To develop and maintain partnership with parents and others including other professionals who are
involved with the development of the child.
The EYFS staff of Combe Bank believe in and are guided by these aims and principles which are closely
linked to the school’s own Aims and Ethos.
Planning and Assessment in the EYFS
The ‘Statutory Framework for the Early Years Foundation Stage’ (Sep 2014) is used and referred to
frequently when planning to ensure that all areas of learning, development and welfare are met:
The Areas of Learning and Development
There are seven areas of learning and development which shape educational programmes in early years
settings. All areas of learning and development are important and inter-connected.
The three prime area of learning are crucial for igniting children’s curiosity and enthusiasm for learning,
and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
• Communication and Language
• Physical Development
• Personal, Social and Emotional Development.
There are four specific areas, through which the three prime areas are strengthened and applied. The
specific areas are: •Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design
The EYFS planning includes the following:
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Communication and language development involves giving children opportunities to experience a
rich language environment; to develop their confidence and skills in expressing themselves; and to speak
and listen in a range of situations.
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Physical development provides opportunities for young children to be active and interactive; and to
develop their co-ordination, control, and movement. Children are also helped to understand the
importance of physical activity, and to make healthy choices in relation to food.
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Personal, social and emotional development involves helping children to develop a positive sense
of themselves, and others; to form positive relationships and develop respect for others; to develop social
skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have
confidence in their own abilities.
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Literacy development involves encouraging children to link sounds and letters and to begin to read
and write. Children are given access to a wide range of reading materials (books, poems, and other written
materials) to ignite their interest.
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Mathematics involves providing children with opportunities to develop and improve their skills in
counting, understanding and using numbers, calculating simple addition and subtraction problems; and to
describe shapes, spaces, and measures.
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Understanding the world involves guiding children to make sense of their physical world and their
community through opportunities to explore, observe and find out about people, places, technology and
the environment.
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Expressive arts and design involves enabling children to explore and play with a wide range of
media and materials, providing opportunities and encouragement for sharing their thoughts, ideas and
feelings through a variety of activities in art, music, movement, dance, role-play, and design and
technology.
The staff set high expectations for children’s attainment and progress. Teaching will use a balance of
approaches and groupings, appropriate to the age of the children and what is being taught. Sessions are
organised so that there is a balance of teacher initiated and child initiated activities. The children’s own
interests and experiences are valued and their learning will take these into account. Teaching will include
the wider curriculum which promotes the development of the whole child and which includes the
opportunity to explore the unexpected.
Planning
Long term planning (also known as Curriculum Maps) are produced each term and give an overview of the
topics/themes to be covered in the seven areas of learning and development during the term ahead.
Medium Term planning (also known as ‘subject plans’ are similarly produced one a term. These focus on
each area of learning and development and on the learning objectives, resources and activities planned
week by week to encourage and develop the children to work towards and achieve the early learning
goals.
However, it must be noted that although the medium term plans are divided into the seven areas of
learning, learning and development in all areas is very much interlinked and cannot and should not be
viewed in isolation. All seven areas are equally valuable, necessary and important.
‘Planners’ are used by Nursery and Reception teachers for Short Term planning. On-going daily
observational assessment informs future planning. Therefore, a child’s or group of children’s individual
needs may be noted in the planner in order to inform the planning for the next day or week.
Planning, be it long term, medium term or indeed short term needs to be flexible. The plans are working
documents and are subject to change – depending upon the children’s or a child’s individual needs and
interests at any given time and or other circumstances.
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Assessment
Assessment in the EYFS is on-going and daily observational assessment informs future planning enabling
activities to be planned to meet the needs of both individuals and groups of children. Assessment
arrangements are in line with those set out in the Statutory Framework for the Early Years Foundation
Stage – Sep 2014 – pages 13-15
Records of Learning and Development are used to record observations and next steps for each child in the
EYFS classes. Parents receive a copy of their child’s profile/Records of Learning and Development at the
end of Reception. Parents are encouraged to contribute towards these on a regular basis and the children’s
thoughts are also noted in these records. Since Dec 2014 Reception observations and assessments have
been collected electronically using ‘Tapestry’ software (on iPads).
ePIPS was introduced into Reception in September 2011 and ePIPS assessment takes place shortly after the
beginning of the Autumn Term (to provide a baseline) and at the end of the Summer Term – this forms
part of a whole school assessment policy/initiative.
Learning and development in the EYFS
Learning and development in Nursery and Reception take place through a wide range of adult-directed and
child-initiated activities. Learning through play and first hand practical experiences provide the children
with the opportunity to develop in all seven areas. Learning and development in all areas is interlinked –
several areas of learning and development will take place during any one activity.
In the Nursery classes the majority of the day is timetabled as being Topic/theme/child initiated activities.
This enables the children to choose and move freely between adult directed and child initiated activities.
The children gather together for: Circle times, story times, Music, Performing Arts, French, PE and
Swimming. In Reception lessons are timetabled – Communication and Language, Literacy and Maths
(referred to as Phonics/Handwriting/Writing and Maths) occur mainly in the mornings. However, these
lessons are adjusted on a daily basis to take into account the needs and interests of the class as a whole
and of individuals. Lessons aim to be as practical and multisensory as possible with a range of play based
activities involved within them. As mentioned earlier, learning and development in other areas occurs.
Art/design activities are often added to enhance or reinforce knowledge and understanding in all areas of
the curriculum. Learning through play and other child-initiated experiences forms a valuable and
necessary part of the children’s day in Reception. They will often choose to play in the role-play area, with
the sand, play-dough, IWB, drawing, cutting, sticking, construction, puzzles, small world play etc…During
the afternoons the children have longer periods of free play/ child-initiated activity time and are able to
freely access resources in the classroom or in the outside EYFS gardens. On-going observational
assessment takes place during this time and during other parts of the day. Despite a more structured
approach in Reception – purposeful play/child-initiated activities are valued and regarded by all EYFS staff
as being important and a valuable part of the children’ learning and development. They provide a time in
which the children can experiment freely, put their learning into practice, develop their ability to share,
take turns, plan, negotiate and communicate their thoughts and ideas with others.
ICT is incorporated into all areas of learning and daily life. The children in Nursery have free access to the
computers. In Reception the children take turns to use the Interactive Whiteboard (IWB). Most lessons
involve the IWB for whole class, small group or individual work and the children often choose to use the
IWB during their ‘free play’ times. We subscribe to ‘Busythings’ and ‘PurpleMash’ – online resources,
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specifically aimed for early years children, containing a wide range of computer/IWB activities to further
learning and development in all areas. Bee-Bots, CD players and digital cameras are used by Nursery and
Reception. Reception also use items such as: a talking album, talking points and microphones.
The Foundations of Literacy programme by Sue Palmer and Ros Bayley (Network Educational Press) is used
in the Nursery (Daisies and Buttercups). The Jolly Phonics programme is introduced in Reception together
with the Spectrum Handwriting programme. The handwriting programme can be used in Buttercups
where and when appropriate.
Reception and the Nursery use the Abacus maths programme for Early Years Foundation Stage – this has a
heavy focus on learning and development through practical activities. All early years children also have
access to a wide range of play based resources/activities designed to encourage them to develop
mathematical awareness and understanding.
Subject Specialists
Reception:
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Computing – Miss Wright
French – Mrs Allford
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Music and Lower Prep Choir – Mr Isom
Dance/Performing Arts – Mrs Platt
PE – Miss Mace, Mrs Cazaly, Mrs Hubble
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Swimming – Miss Mace, Mrs Hubble
Buttercups:
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French – Mrs Alford
Music – Mr Isom
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Dance/Performing Arts – Mrs Platt
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PE – Miss Mace, Mrs Cazaly, Mrs Hubble
Swimming – Miss Mace, Mrs Hubble
Daisies:
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Music – Mr Isom
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Dance/Performing Arts – Mrs Platt
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PE – Miss Mace, Mrs Cazaly, Mrs Hubble
Extra Curricular
Children in the EYFS are offered a range of extra-curricular clubs during and after the school day. Example:
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Mini Tennis
Taekwondo
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Ballet
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Art Club
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Gymnastics
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After School Care Club
Homework
To begin with homework in Reception consists of going over the 42 Jolly Phonics sounds and actions taught
in class. Reading is introduced as and when appropriate for each individual child, together with Jolly
Phonics ‘Tricky words’Homework should last no longer than 10 minutes at this age and stage. The purpose
of homework in Reception is to reinforce work that has been carried out at school. It also helps to develop
good ‘homework habits’ from a young age and build on the importance of the home/school link and
partnership.
Parent Information
An ‘open door’ approach is encouraged, as it is in the whole school, but particularly so in the Early Years
Foundation Stage. Parents/carers bring their children into the classrooms every morning and are free to
talk to the class teachers with regard to any matters. If further time is needed to discuss a matter a
mutually agreed time is made to do so – either during a lunch time or after school. Similarly, at the end of
the school day – parents are free to speak to their child’s class teacher.
Parents/carers are encouraged to ensure either the teacher or teaching assistant is aware of any changes
with regard to the collection of their child, together with any other important information – such as their
child being tired or upset, Grandpa being poorly or the cat being lost etc.
‘Contact books’ are used in Reception to note homework and any other matters. Parents are encouraged
to mention ‘other matters’ verbally to a member of staff, whenever possible, as well as noting them in the
Contact books.
Learning Journals
In Reception, Learning Journals are sent home once a week. The purpose of the Learning Journal is to give
children the opportunity to share special events in their home life, with their families and friends. Once a
week, the children are given the opportunity to share their journals with their peers.
Class Bulletins
A Reception class bulletin is emailed to parents once a fortnight. The bulletin contains curriculum coverage
and celebrates the children’s’ achievements.
Reports
In Reception parents receive a full report twice a year (February and June). These consist of reports from
the class teacher and from the subject specialists (PE & Swimming, Music, Performing Arts/Dance,
Computing and French). Nursery parents receive a report from their child’s class teacher covering the
seven areas of learning and development – twice a year (February and June) in Buttercups and once a year
(June) in Daisies.
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Parent/Teacher discussions
Parent/teacher discussions take place once a term in Reception (the week prior to half term in the Autumn
Term and the week directly after the reports have been sent out in the Spring and Summer terms.
Parent/teacher discussions do not take place in the Nursery. The ‘open door approach enables parents
and teachers to discuss the progress and development of the children informally on a regular basis.
However, parents are welcome to arrange a time to discuss matters further should they wish to. There are
also termly opportunities for parents to look at and discuss their child’s Record of Learning and
Development and add their comments to it.
Parent Information mornings/evenings
Autumn Term
A Parent Information Evening takes place shortly after the start of term. This is designed to give parents a
better idea as to how and what the children in Reception learn. As with the Introductory Morning, parents
are free to ask any questions they may have. Parents receive a handbook giving information about the
curriculum. The evening also enables parents to meet other parents from their child’s class and from Years
1 and 2 and gain an overview of the whole school.
Spring Term
An Introductory Coffee Morning takes place for new Reception Parents – (Buttercups and parents new to
the school who have children joining Reception in September). The morning enables parents to gain a
brief overview of the day to day running of Reception and what the children need to bring to school. It is
also a time for parents to ask any questions they may have and to see the Reception classroom again.
Parents receive a copy of the Parent Information Booklet for Reception, a school handbook and a book bag
for their child.
Links with Parents
The importance of home school partnership is valued strongly at Combe Bank. Parents
are encouraged to:
Join the PTA
Become a Parent Rep and attend half termly Class Rep Meetings
Attend class assemblies, concerts, celebrations, sporting events
Volunteer to help on school trips
Transitions
During the Summer Term the Reception teacher visits Buttercups once a week to read a story and talk to
the children. This enables the children to become familiar with their new teacher and vice versa. During
the last week of term the children spend part of a morning in their new class to familiarize themselves with
their new surroundings, the members of staff and learn a little of their new routine in Reception. Children
new to the school similarly attend the morning and often come for a taster day/s during the Summer Term.
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Similarly, the existing Reception children and Daisies move to the next class – to Year 1 and Buttercups
respectively for a ‘taster morning’ during the last week of term.
Discussions take place between class teachers in which information is exchanged with regard to the
children learning and development, medical and dietary needs and any other relevant information, prior to
the end of term. Records of Learning and Development are passed on to the next class teacher (these
contain the observations and next steps). In Reception the Learning and development records containing
the EYFS profile scores, ‘My Progress in Writing’ books and Reading records are also passed to the Year 1
teacher.
The Year 1 teacher teaches PSHE to Reception and Year 1, strengthening the link between EYFS and KS1.
Links within the EYFS and the rest of the Preparatory School
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Daisies, Buttercups and Reception join together once a week for an Early Years Foundation Stage
Assembly.
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Some outdoor free play times are shared (Nursery and Reception)
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Daisies and Buttercups join together for some of their Music lessons
Reception together with the rest of the Preparatory School watch the Nursery Nativity Rehearsal
Nursery watch the Lower Prep Nativity Rehearsal
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Reception takes part in whole school assemblies twice a week, End of Term Mass and the Carol
Service.
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Reception leads a whole school Assembly in the Summer Term.
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Reception takes part in the concert which forms part of the Lower Prep Prize Giving
Reception takes part in the Lower Preparatory Inter House Swimming Gala in the Spring Term
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Nursery and Reception take part in the Lower Preparatory Sports Day
Nursery and Reception take part in whole school fund raising days/activities and also hold their
own
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Nursery and Reception take part in visits to the school by theatre companies etc.
Staff links in the EYFS
EYFS meetings take place on a regular basis throughout each term. Informal discussions take place
frequently between all EYFS staff and similarly between Reception and other Prep staff. The HOD EYFS and
Head of Prep meet weekly.
The Reception teacher attends staff meetings once a week and relays relevant information to other EYFS
staff, minutes are sent to all via email. The Reception teacher also attends whole school subject meetings
where applicable.
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