Faringdon Infant School Early Years Policy
This policy describes the framework upon which the beliefs and practice of this school are based.
In the Foundation Stage children learn best through play based activities and first-hand experience. Every child deserves the best possible start in life; in the Foundation Stage we aim to give this by looking at what the children can do and supporting them to fulfil their potential. Children become independent learners through the provision of a balance of child initiated and adult led experiences.
At this school we aim to provide a broad and balanced curriculum which will enable each child to develop emotionally, socially, physically, creatively, and intellectually to their full potential and at their own pace. Each child is unique and is valued as an individual.
The Foundation Stage Coordinator works with the team of class teachers and other practitioners contributing towards the care and learning of the children.
The Foundation Stage Curriculum
The content of the curriculum within the Early Years is set out within the Learning and Development Requirements of the Statutory Framework for the Early Years Foundation Stage (EYFS) document. Children are supported in seven areas of learning:
Each area of learning and development is implemented though planned, purposeful play and through a mix of adult-led and child initiated activities. Children are expected to progress across the seven areas defined by seventeen early learning goals outlined in the EYFS document.
Within the Early Years at Faringdon Infant School, there are two main areas; Nursery and Reception
A team of experienced teachers, NNEB trained staff and classroom assistants work within the Foundation Stage. Children are placed into pastoral groups (key groups) from Nursery onwards.
There is an intake of 52 part-time nursery aged children and 90 full time reception aged children. The reception children are organised into four main teaching classes – Apple, Chestnut, Hazel and Oak.
The style of teaching and organisation of the curriculum changes gradually over the year as the children develop. Nursery and Reception teams meet weekly to plan in the long, medium and short term.
Transition from Nursery to Full Time Education
Our aim is to establish a smooth and successful transition to school whether the children come from Sunflower Nursery or from another provider. This is facilitated by:
Role of the Coordinator
It is the role of the Early Years Coordinator, under the guidance of the headteacher:
All children have an equal entitlement to a good Early Years Curriculum regardless of gender, race, culture, religion, disability and special or medical needs.
It is statutory to complete the Foundation Profile for each pupil. The children are assessed against the 17 Early Learning Goals. Practitioners must indicate whether children are meeting expected levels of development or if they are exceeding expected levels or not yet reaching expected levels (‘emerging’). An end of Foundation Stage Report to Parents comments on the characteristics of effective learning and observations in profiles are annotated to reflect this.
We complete the Foundation Stage Profile in partnership with parents.
Parents can make contributions to the profiles at Parent Teacher meetings and through home observations being sent into school. Nursery profiles are taken through with the children into the Reception class.
EYFS profile scores are reported to the authority at the end of the Reception year and are used at the transition point to inform Year 1 teachers.
Assessment and observations inform our planning, enabling us to complete the profiles and plan next steps to deliver a curriculum that is specific to the children’s needs.
Safeguarding and Welfare
We take all necessary steps to keep children safe and well by following the safeguarding requirements in section 3 of the EYFS including
For further information please see the Faringdon Infant School Safeguarding policy.