Early Years Foundation Stage
INTENT: At St.Peter’s CE, we believe that it is important to view the EYFS as preparation for life and not simply preparation for the next stage of education and so children should access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life. 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, 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 and rewards, to encourage children to develop a positive attitude to learning.
The EYFS is based upon four principles:
1.A Unique Child
2.Positive Relationships
3. Enabling Environments
4.Learning and Development
IMPLEMENTATION: All areas are equally important in order to promote the development of the ‘whole child’. We aim to deliver all the areas through planned, purposeful play, with a balance of adult-led and child-initiated activities. We support children’s learning through planned play activities, and decide when child‐initiated or adult‐led play activities would provide the most effective learning opportunities. We believe that it is important for adults to support children’s learning through play, by getting involved in the play themselves and modelling by example.
Planning within the EYFS follows the schools subject plans which are based around half termly themes. These plans have been devised by the schools subject leaders to ensure that there is progression from Reception – Year Six. These plans are used by the EYFS teacher as a guide for weekly planning. However the EYFS staff will often alter these MTP’s in response to the needs (achievements and interests) of the children. We make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs.
Effective learning builds on and extends what children know and can already do. Our reflective approach promotes independence and self-motivation in delivering individualised curricula to our pupils. This feeds into our assessment of their progress towards their Early Learning Goals. Our planning is responsive to the children’s daily interests and learning needs and demonstrates how the principles of the EYFS. All practitioners who work in the Foundation Stage at St.Peter’s are involved in recording observations and informing the next steps. In our planning, we address the needs of the children both in terms of their individual development as well as their needs as a cohort.
We employ the three characteristics of effective teaching and learning in our planning; playing and exploring, active learning, creating and thinking critically. Learning is planned and purposeful with a mixture of child-initiated and teacher-initiated activity. The seven areas are delivered through planned, purposeful play, incorporating a balance of adult and child led activities, supported by class based age appropriate formalised learning where it would deepen and extend learning to adopt this approach. We assess and record children’s independent learning and set individualised targets to support them in achieving their Early Learning Goals.
IMPACT: Ongoing and purposeful assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Staff also take into account observations shared by parents and/or carers. Within the first 6 weeks that a child starts reception, staff will administer the Statutory Reception Baseline. At the end of the EYFS, staff complete the EYFS profile for each child. The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child. The profile is moderated internally (referring to our own EExAT Tracking) and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.