FEDERATION OF BEDFORD CATHOLIC SCHOOLS

St John Rigby Catholic Primary School

‘God’s will be done through work and play, as we follow Jesus day by day’

EARLY YEARS POLICY

Reviewed: July 2015 Next due for review: July 2016

EARLY YEARS POLICY Reviewed by the Early Years Lead and SENCO: July 2015 Ratified by the Board of Directors: Next Review date: July 2016

Ethos

Jesus said, "Let the little children come to me, and do not hinder them, for the kingdom of heaven belongs to such as these. (Matthew:19). Each and every child at St John Rigby Catholic Primary School belongs to a thriving family and a community where they, as a child created by God in his image, can begin a lifelong journey towards true greatness, as Matthew says, entry into the kingdom of heaven. With the support of dedicated members of staff, and the love of parents and carers, they are what makes our school special in the way that they strive to live out our Gospel Values of Faith, Love, Hope, Trust and Forgiveness in every aspect of their lives. God the Father asks us to love as Jesus did. In other words, if Christ is truly at the centre of all that we are and all that we do, we must encourage our precious children to be true to themselves, to love themselves and each others and to always strive to do the very best that you can in all that they do. This is what is meant by our Mission Statement:

"God's will be done through work and play, as we follow Jesus day by day"

The Early Years Foundation Stage is the area of education upon which young children build the rest of their lives. It is an education which encompasses all learning. Aims    

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To ensure transition into Early Years is successful and happy. To make the child’s first experience of school happy, positive and fun. To ensure that all children feel secure and valued. To provide a broad and balanced curriculum by well planned activities and lessons covering the seven areas of learning of the Early Years Foundation Stage curriculum. To provide a rich and varied indoor and outdoor learning environment. To establish positive relationships with parents. To value children’s interests providing a balance of direct teaching and child initiated activities.

To make careful observations and set targets to support and extend children’s learning appropriately  To help children develop self-control and to respect the feelings, needs, cultures and abilities of others.  To help children develop a positive attitude towards good health and wellbeing, by encouraging healthy eating, drinking and exercise.  To develop key skills in communication, literacy and numeracy that will prepare young children for Key Stage 1 of the National Curriculum.  To ensure that children with special educational needs are identified and receive appropriate support.  To liaise with external agencies in support of staff, pupils and parents to ensure that all pupils regardless of race, sex, disability or background have the maximum opportunity to develop.  To create a partnership with parents to support and enhance the development of the children.  To provide a positive transition into Year 1 and the onset of the Bational Curriculum. “Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.” 

(Statutory Framework for the Early Years Foundation Stage 2012: Setting the standards for learning, development and care of children from birth to five. https://www.education.gov.uk/publications/standard/AllPublications/Page1/DFE-¬‐ 00023-¬‐2012) . The Early Years Foundation Stage (EYFS) applies to children from birth to the end of Early Years. The EYFS is based upon four principles: • A Unique Child • Positive Relationships • Enabling Environments • Learning and Development A Unique Child: At St John Rigby Catholic Primary School we recognise that every child is a competent learner who can be resilient, capable, confident and self-assured. We also recognise that children develop in individual ways and 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/ sharing circle times and reward stickers, to encourage children to develop a positive attitude to learning.

Inclusion We value the diversity of individuals within the school and do not discriminate against children because of ‘differences’. All children at St John Rigby Catholic Primary School are treated fairly regardless of race, religion or abilities. All children and their families are valued within our school. At our school we believe that all our children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences when planning for their learning. In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds.

We meet the needs of all our children through:       

Planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence. Using a wide range of teaching strategies based on children’s learning needs. .Providing a wide range of opportunities to motivate and support children and to help them to learn effectively. Providing a safe and supportive learning environment in which the contribution of all children is valued. Using resources which reflect diversity and are free from 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 taking action to provide support as necessary.

It is important to us that all children in Early Years are ‘safe’. We aim to educate children on boundaries, rules and limits and to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards. We aim to protect the physical and psychological well-being of all children. (See our Safeguarding Children Policy)

Welfare

“Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.” At St John Rigby Catholic Primary School we understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for the Early Years Foundation Stage. We understand that we are required to:  Promote the welfare of children.  Promote good health, preventing the spread of infection and taking appropriate action when children are ill.  Manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs.  Ensure all adults who look after the children or who have unsupervised access to them are suitable to do so.  Ensure that the premises, furniture and equipment are safe and suitable for purpose.  Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs.  Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children. Positive Relationships: At St John Rigby Catholic Primary School we recognise that children learn to be strong and independent from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families. Parents as Partners We recognise that parents are children’s first and most enduring educators and we highly value the contribution that parents make. We recognise the role that parents have played, and their future role, in educating the children. We do this through:  An initial home visit prior to the children staring school.  Talking to parents about their child before their child starts in our school.  Giving children the opportunity to spend time with their teacher prior to starting in our Early Years class during our “Induction Session”.  Offering parents regular opportunities to talk about their child’s progress and allowing free access to their children’s Profiles and record books.  Encouraging parents to talk to their child’s teachers about any concerns they may have.  Arranging a range of activities throughout the year that encourage collaboration between child, Early Years staff and parents. For example, fund raising days, themed activity days, concerts including a Harvest Festival, Nativity, Easter and Sports Day to which all family members are invited.

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Encouraging parents to record their own assessments of their child at home and shared with the school on the ‘WOW’ board. Encouraging parents to help once the children are settled into the routines.

In Early Years there are two formal parental consultations; one in the Autumn term and one in the Spring. All staff involved with the EYFS aim to develop good relationships with all children, interacting positively with them and taking time to listen to them. At St John Rigby Catholic Primary School the class teachers, nursery nurse and teaching assistants act as ‘Key Persons’ to children within their classes. . We have good links with local nurseries and pre-schools. If there are any issues that we need to be made aware of, visits are undertaken by Early Years class teachers to local pre-schools and nurseries to meet with the children prior to them starting at St John Rigby. These visits provide the opportunity to discuss the individual needs in detail and to meet the children within the nursery environment.

Enabling Environments: At St John Rigby Catholic Primary School we recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning. Observation, Assessment and Planning The Planning within the EYFS follows the schools’ Long Term Plan alongside Short Term (weekly) Plans which are based around the individual children’s needs and interests. These plans are used and implemented by the teachers who have a good understanding of their children. We make regular assessments of children’s learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes the form of observation, and this involves the teacher and other adults as appropriate. These observations are recorded in children’s individual online Profile and additional evidence books. They also contain information provided by parents and other settings. The Learning Environment The EYFS learning environment is organised to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The environment is set up in learning areas, where children are able to find and locate equipment and resources independently. The Early Years setting has access to an outdoor area. This has a positive effect on the children’s development. Being outdoors offers opportunities for doing things in different ways and on different scales than

when indoors. It offers the children the opportunity to explore, use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 7 areas of learning. Learning and Development: At St John Rigby Catholic Primary School we recognise that children learn and develop in different ways and at different rates. We value all areas of learning and development equally and understand that they are inter connected. Teaching and Learning Styles Our policy on teaching and learning defines the features of effective teaching and learning in our school. Features that relate to the EYFS are:  The partnership between staff and parents, so that our children feel secure at school and develop a sense of well-being and achievement.  The understanding that staff have of how children develop and learn, and how this affects their teaching.  The range of approaches used that provide first-hand experiences, give clear explanations, make appropriate interventions and extend and develop play and talk or other means of communication.  The carefully planned curriculum that helps children work towards the Early Learning Goals throughout EYFS.  The provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities.  The encouragement for children to communicate and talk about their learning, and to develop independence and self-management.  The support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment.  The identification of the progress and future learning needs of children through observations, which are shared with parents.

Play “Children’s play reflects their wide ranging and varied interests and pre-‐ occupations. In their play children learn at their highest level. Play with peers is i mportant for children’s development.” (Statutory framework for EYFS: 2012) At St John Rigby Catholic Primary School we do not make a distinction between work and play. 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. .

Active Learning Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning. Creativity and Critical Thinking Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions (e.g. what, why, how). Children can access resources freely and are allowed to move them around the setting to extend their learning. Areas of Learning The EYFS is made up of three prime areas of learning:  Communication and language  Physical development  Personal, social and emotional development Four    

specific areas of learning: Literacy Mathematics Understanding of the world Expressive arts and design

None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child-initiated activities.

Starting in Early Years All Early Years children are admitted at the beginning of the Autumn term in phases. This is determined by age and SEN needs. For example, Autumn born children will enter school first. There is a new parents’ meeting in the Summer term where all parents have the opportunity to meet the Early Years teachers, the Head teacher, and other early years professionals and outside agencies. All children who have been allocated a place at St John Rigby Catholic Primary School are invited to attend a transfer day in the Summer term. The Early Years class teachers visit each child in their own home in the Autumn term prior to children starting school and this gives them the opportunity to get to know each other.

Planning Long term planning: There is a yearly long term plan linked to the Early Years Foundation Stage which forms the framework of learning objectives for Early Years. Medium term planning: Our Early Years unit plan 2 or 3 week topics based on the areas of learning from the Early Years Foundation Stage framework with activities linked to learning objectives and includes the interests of children. Short term planning: Weekly plans link activities to learning objectives in the areas of learning, focusing on day to day teaching, allowing for revision and modification of learning activities informed by ongoing assessments and observations. These plans show how adults are to be deployed to focus on targeted groups for guided differentiated teaching, and how independent learning activities will be managed.

Assessment 

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All Early Years pupils are baselined within the first two weeks of staring school using ‘BASE’, an ICT package from a Government approved provider. Pupils are assessed using the same package at the end of Early Years in order to calculate progress. All observations and assessments are an integral part of teaching as they inform future planning for children’s needs and enable teachers to set and review targets. Observations are carried out and recorded as part of normal classroom activities. Observations are recorded electronically using 2Simple Profile. Parents receive this report termly. Planned observations are carried out during focused group work or whole class teaching in order to assess children’s level of understanding related to specific skills and concepts. EAL assessment is carried out in accordance with the school’s EAL policy. Children’s progress and targets are shared and discussed with parents at parent consultation meetings. The teacher completes the Early Years Foundation Stage Profile 4 times a year (September baseline, November, March and May), based on observations and assessments. This profile records each child’s progress in all areas of learning of the Early Years Foundation Stage. The profile results are sent to the local authority in June. The completed profile is passed on to the Year 1 teacher together with samples of children’s work to ensure continuity and progression as the child passes from Early Years to Key Stage 1. The teachers meet to discuss children’s progress and future learning needs, particularly in relation to their Phonics stage. The children have a ‘Year 1 transition morning’ in July where they meet their new class teacher and go to their new classroom to do activities. The parents are

invited in for a presentation on the Year 1 curriculum and then go through to their child in the Year 1 area to ask any questions. A second transition morning takes place during a whole school transition morning. Expectations The end of Early Years is the end of the Foundation Stage and the expectation is that most children will have achieved a good level of development (GLD – including Literacy and Numeracy) in all areas of the Early Years Foundation Stage curriculum.