Balby Central Primary School

Policy for Early Years

Approved by the Governing Body:
Review ate:
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Balby Central Primary EY!S policy
Aims
We aim to offer an EYFS that: -
Promotes the value of learning through play and exploration, extending and
enhancing the natural curiosity of the child
Provides a firm foundation for life long learning.
Promotes independence
Provides structured activities for those children ho are ready for them
Provides opportunities to learn through first-hand experiences
Provides opportunities for children to !uild on hat they already "no
#evelops confidence and self-esteem, ena!ling each child to develop as an individual
Promotes learning as an exciting and en$oya!le experience
Provides a smooth transfer !eteen nursery and reception and year %ne.
"b#ectives
&o achieve our aims e ill: -
Provide a stimulating, interesting environment hich encourages learning through
play and exploration, using all the senses
Provide high 'uality teaching and facilitate high 'uality learning through exciting,
first hand experiences
(alue and !uild on previous experiences
)llo time for children to produce or" of depth and 'uality
)c"noledge that ho children learn is as important as the content taught
Provide a foundation for positive attitudes *+, -an./
-ele!rate achievements
#eliver the curriculum using a variety of teaching strategies, including s"ills
curriculum0 and cater for a variety of learning styles
A $ni%&e Child
)t 1al!y -entral Primary School e recognise that every child is a competent learner ho
can !e resilient, capa!le, confident and self-assured. We recognise that children develop in
individual ays, at varying rates. -hildren.s attitudes and dispositions to learning are
influenced !y feed!ac" from others0 e use praise and encouragement, as ell as
cele!ration2 sharing assem!lies, reards, display ta!les and sho and tell, to encourage
children to develop a positive attitude to learning.
'ncl&sion
We value the diversity of individuals ithin the school and do not discriminate against
children !ecause of +differences.. )ll children at 1al!y -entral Primary School are treated
fairly regardless of race, religion or a!ilities. )ll children and their families are valued
ithin our school.
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,n our school e !elieve that all our children matter. We give our children every opportunity
to achieve their !est. We do this !y ta"ing account of our children.s range of life
experiences hen planning.
,n the EYFS e set realistic and challenging expectations that meet the needs of our
children. We achieve this !y planning to meet the needs of all groups.
We meet the needs of all our children through:
individual planning opportunities that !uild upon and extend children.s "noledge,
experience and interests, and develop their self-esteem and confidence0
using a ide range of teaching strategies !ased on children.s learning needs0
providing a ide range of opportunities to motivate and support children and to help
them to learn effectively0
providing a safe and supportive learning environment in hich the contri!ution of all
children is valued0
using resources hich reflect diversity and are free from discrimination and
stereotyping0
planning challenging activities for children hose a!ility and understanding are in
advance of their language and communication s"ills0
monitoring children.s progress and ta"ing action to provide support as necessary
(eeping safe
,t is important to us that all children in the school are safe. We aim to educate children on
!oundaries, rules and limits and to help them understand hy they exist. We provide
children ith choices to help them develop this important life s"ill. -hildren should !e
alloed to ta"e ris"s, !ut need to !e taught ho to recognise and avoid ha3ards.
We aim to protect the physical and psychological ell !eing of all children. *See Whole
School Safeguarding Policy/
)ealth * +elfare
-hildren learn !est hen they are happy, healthy, safe and secure, hen their individual
needs are met and hen they have positive relationships ith the adults caring for them.
)t 1al!y -entral Primary School e0
promote the elfare of children.
promote good health, preventing the spread of infection and ta"ing appropriate
action hen children are ill.
manage !ehaviour effectively in a manner appropriate for the children.s stage of
development and individual needs.
ensure all adults ho loo" after the children or ho have unsupervised access to
them are suita!le to do so.
ensure that the premises, furniture and e'uipment is safe and suita!le for purpose
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ensure that every child receives en$oya!le and challenging learning and development
experiences tailored to meet their needs.
maintain records, policies and procedures re'uired for safe efficient management of
the setting and to meet the needs of the children.
&herefore e0
carry out ris" assessment regularly ithin the EYFS learning environments, !oth
inside and outside and systems are in place for reporting maintenance re'uirements.
follo health and safety guidelines and ensure ris" assessments are carried out for
all activities. 4is" assessments are displayed and2or ritten on planning formats.
1al!y -entral Primary School has the +5ealthy School )ard. therefore e offer a
ide choice of fruit, vegeta!le snac"s, mil" or ater throughout the day. %n entry
to the school parents are involved in informing a!out allergies or special dietary
re'uirements, copies are forarded and recorded to the appropriate school staff. )
hole school approach is ta"en toards safeguarding a child from any specific
allergy he2she may !e at ris" from.
are aare of 'ualified first aid trained staff.
Follo all school policies and procedures for medicines in school * see safeguarding
file/
Positive Relationships
)t 1al!y -entral Primary School e recognise that children learn to !e strong and
independent from secure relationships. We aim to develop caring, respectful, professional
relationships ith the children and their families.
Parents as Partners and S&pporting ,earning
We recognise that parents are children.s first and most enduring educators and e value
the contri!ution they ma"e. We recognise the role that parents have played, and their
future role, in educating the children. We do this through:
tal"ing to parents a!out their child !efore their child starts in our school. )
meeting is held ith parents on a 6:6 !asis to discuss the needs and interests of the
child:
giving children the opportunity to spend time ith their teacher !efore starting
school during transition times0
inviting all parents to an induction meeting during the term !efore their child starts
school0
offering parents regular opportunities to tal" a!out their child.s progress in our
7ursery and 4eception classes and alloing free access to their children.s or" or
records. Parents2carers can add comments ensuring their involvement toards their
child.s individual curriculum through home2school !oo"s0
having an open door policy encouraging parents to tal" to the child.s teacher if there
are any concerns0
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holding a formal meeting for parents in the autumn and spring term of the child.s
reception year at hich the teacher and the parent discuss the child.s progress0
sending home a report on their child.s attainment and progress and at the end of the
reception school year0
arranging a range of activities throughout the year that encourage colla!oration
!eteen child, school and parents: family activities, -lass assem!lies, Sports #ay
etc0
providing parents ith a half termly curriculum nesletter, giving details of hat
their child is learning and ho they can help.
S&pporting ,earning and (ey Person
)ll staff involved ith the EYFS aim to develop good relationships ith all children,
interacting positively ith them and ta"ing time to listen to them. ,n our school every child
is designated a +"ey person., providing each child the reassurance to feel safe and cared for
hist !uilding a relationship ith their parents.
Enabling Environments
)t 1al!y -entral Primary School e recognise that the environment plays a "ey role in
supporting and extending the children.s development. &his !egins !y o!serving the children
and assessing their interests, development and learning, !efore planning challenging !ut
achieva!le activities and experiences to extend the children.s learning.
"bservation- Assessment and Planning
&he Planning ithin the EYFS uses o!$ectives from the development matters document.
Wee"ly planning is carried out hich reflects the children.s needs and interests.
We ma"e regular assessments of children.s learning and e use this information to ensure
that future planning reflects identified needs. )ssessment in the EYFS is carried out
through planned and incidental o!servation of the children during child initiated and adult
led activities. &his involves all of the EYFS staff as appropriate. &hese o!servations are
recorded and may also contain information provided !y parents and other settings.
Samples of children.s or" are "ept in individual children.s learning $ournals that help to
trac" the progress that child is ma"ing during the foundation stage. %n completion of the
foundation stage an EYFS profile ill !e completed for each child including a short
commentary on each child.s s"ills and a!ilities in relation to the three characteristics of
effective learning.
)ll assessments are shared during the transition process ith the year one and reception
teachers.
.he ,earning Environment
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&he EYFS classroom is organised to allo children to explore and learn securely and safely.
&here are areas here the children can !e active, !e 'uiet and rest. &he classroom is set up
in learning areas, here children are a!le to find and locate e'uipment and resources
independently. &he EYFS have their on enclosed outdoor area. &his has a positive effect
on the children.s development. 1eing outdoors offers opportunities for doing things in
different ays and on different scales than hen indoors. ,t offers the children the
opportunity to explore, use their senses and !e physically active and exu!erant. We plan
activities and resources for the children to access outdoors that help the children to
develop in all areas of learning.
+ider Conte/ts
)t 1al!y -entral Primary School, e endeavour to forge and !uild relationships ith other
settings, organisations and services. We !elieve that through sharing expertise, listening
and involving the children, e can achieve positive contri!utions !oth to our school and the
ider community.
.ransition 0 1&rsery thro&gh to Reception thro&gh to (ey Stage 2
)t 1al!y -entral Primary School, the EYFS has close lin"s ith the rest of the school. ,n
order to ease these transitions e do the folloing:
4eception and 7ursery classes share the Foundation Stage enclosed outdoor
learning area.
&he outdoor area is staffed !y teachers and teaching assistants from !oth
4eception and 7ursery and children are encouraged to use the hole area.
4eception $oin the hole school on Friday assem!ly hen appropriate.
Provide parental guides and or"shops in the progress of reading and numeracy
s"ills.
Ensure that year 6 teachers have a range of opportunities to visit the children
ithin the foundation stage setting and the children regularly visit the Y6
classrooms at the end of the summer term.
&he year 6 and reception teachers have transition meetings to discuss children.s
progress toards the early learning goals and to set their next steps for the
!eginning of year 6.
&he 4eception and 7ursery teachers and support staff regularly complete shared
o!servations of the nursery children.
5aving transfer days into the next class
)ssessments are shared during the transition process ith the year one teachers.
&he commentary on each child.s characteristics of learning supports future
curriculum planning and provides year 6 teachers ith important information a!out
each child.s approach to learning.
,earning and evelopment
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)t 1al!y -entral Primary School e recognise that children learn and develop in different
ays and at different rates. We value all areas of learning and development e'ually and
understand that they are interconnected.
.eaching and ,earning
See hole school teaching and learning policy.
P&rposef&l Play
-hildren.s play reflects their ide ranging and varied interests and preoccupations. ,n their
play children learn at their highest level. Play ith peers is important for children.s
development.
&hrough play our children explore and develop learning experiences, hich help them ma"e
sense of the orld. &hey practise and !uild up ideas, and learn ho to control themselves
and understand the need for rules. &hey have the opportunity to thin" creatively alongside
other children as ell as their on. &hey communicate ith others as they investigate and
solve pro!lems. &hey express fears or re-live anxious experiences in controlled and safe
situations.
Characteristics of effective learning
)t 1al!y -entral e are committed to ensuring that children !ecome effective learners, the
characteristics of effective learning play a central role in this. &he three characteristics of
effective learning are:
Playing and exploring
)ctive learning
-reating and thin"ing critically.
We ensure that children are given continual opportunities to develop the characteristic of
effective learning and that they underpin all the areas of learning
E%&al "pport&nities
)ll children are given e'ual access to all areas of the curriculum, regardless of race, gender,
religion and home language.
Special Ed&cational 1eeds
See SE7 policy
Behavio&r
&he EYFS follos the school !ehaviour system of sanctions and reards *see hole school
!ehaviour policy/.
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