St Matthew's Church of England Primary School
Foundation Stage Policy
Date:
March 2013
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St Matthew’s C of E Primary School
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ST MATTHEW’S C. of E. PRIMARY SCHOOL FOUNDATION STAGE POLICY
INTRODUCTION
In this booklet we seek to outline our principles and beliefs regarding Foundation Stage education at St. Matthew’s and some ways in which we attempt to translate these into action.
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CONTENTS 1.
Principles of Early Childhood Education
2.
Equal opportunities
3.
The role of play
4.
Parents as partners 4.1 Before the children start school 4.2 Home visits 4.3 Once the children are in school 4.4 Beginnings
5.
The Learning Environment 5.1 In the Classroom 5.2 Outside the classroom 5.3 Staffing 5.4 Safety 5.5 In the classroom 5.6 Outdoors
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Church / Community / School Links 6.1 Links with the Church 6.2 Links with the Community 6.3 Links within the School
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Learning and Teaching 7.1 General Principles 7.2 Areas of learning in the Foundation Stage. 7.3 Assessment on entry to Reception 7.4 I.C.T
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1.
Principles of Early Childhood Education Our policy for Foundation Stage Education is based on the following principles and we consider each one to be of equal importance.
Early childhood education is valid in itself as a vitally important stage of life, not a preparation for work or the next stage of education.
It is important to consider the whole child – social, emotional, physical, cultural, intellectual, spiritual and moral development are interrelated.
Learning is a total experience and for the young is not compartmentalised under subject headings.
What children know and can do is the starting point in their education.
The adults and children to whom the child relates are of central importance.
In the early years children learn best through well-planned, purposeful, first-hand activity.
Every child has a fundamental right to equality of opportunity irrespective of religious persuasion, racial origin, cultural and linguistic background, gender, social group or disability.
Effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements.
Independence and self-motivation are actively encouraged, also self-discipline, positive self-esteem and respect for others.
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2.
Equal Opportunities
3.
All staff follow the school’s Equal Opportunities Policy. All pupils and staff will endeavour to contribute towards a happy and caring environment and show respect and appreciation of each other as individuals. Discrimination on the basis of colour, culture, origin, sex or ability is unacceptable in our school. The school will provide and use materials, equipment and displays that reflect the local community and the wider world.
The role of play Play is an integral part of a child’s learning. We believe play is vital in the education of young children. We aim to provide a variety of opportunities for sustained, child initiated and structured play by:
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Providing materials, situations and experiences that will stimulate and challenge children’s thinking. Creating an atmosphere in which each child is able to proceed at her/his own pace. Providing opportunities for each child to take risks and make mistakes, to learn how to control instincts and understand the need for rules. Making provision for each child to extend and develop language and communication skills. Using on-going observation to enable the adult to support, extend and consolidate a child’s thinking. Actively promoting the value of play amongst parents, children and staff.
Parents as partners We believe that when parents and staff work together, the results have a positive impact on the child’s learning.
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4.1
Before the children start school
Initial school visit – to put your child on the waiting list.
The Headteacher explains the philosophy and organisation of the school. Parents are shown around the school. At this visit you will be given a copy of the school brochure.
Meeting prior to entry.
When a child has been offered a place we hold an evening meeting in June for parents. At this meeting, parents have the opportunity to meet the Headteacher, Deputy Headteacher, Foundation Stage Leader, Reception staff, PTA representatives, Vicar and Chair of the Governing Body. Time is allowed for questions. An appointment is offered for a home visit, which will take place at the beginning of the Autumn Term. A pack is given to parents which includes a starting Reception booklet from the reception staff which outlines details of the set-up within reception. A booklet is also given by the PTA which details useful information that parents need to know about school life. In the Summer Term, prior to entry, children are invited to visit the school during the morning. This visit gives children the opportunity to spend time in the classroom where they will meet their teacher and nursery nurse. The Reception staff will also visit the children in their preschool provision, where possible, during the Summer Term. These visits enhance continuity and enable us to build on the knowledge of the pre-school providers. Assessments from the pre-school or nursery provision are forwarded to the school. 4.2
The Home Visit. The purpose of the home visit is to form the foundation of a strong partnership between home and school. Within the
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familiarity and security of their home, the child and parents can communicate freely with the members of staff, and see them as approachable people with whom they can build a mutually respectful relationship. 4.3
Once the children are in school. The Early Years team are always willing to meet individual parents before or after school, although an appointment may be beneficial for longer discussions. Curriculum Evenings are held at the start of term to introduce the Foundation Stage Curriculum with opportunities for parents to partake in ‘hands-on’ activities. There is also a Parent Literacy workshop which is held in October and introduces the schools approach to the teaching of phonics, reading and early writing. Informal parent workshops are held every half term, where parents are invited into the classroom to join in with Literacy or Numeracy based activities with their child. Parents have the opportunity to see how phonics, reading,writing and mathematical concepts are introduced and continued throughout the year and staff members are available to answer any questions. Parent Consultation evenings are held in the Autumn and Spring Terms, when parents can meet the Reception staff to discuss their child’s progress and have the opportunity to look at their child’s learning journal. An open afternoon is held in the Summer Term where parents can look at their child’s work with them. The opportunity to speak to staff is also available. Individual targets are also sent home termly in order that parents are aware of what to work on with their child at home. Parents’ notice boards are in place to keep parents up to date with events, and a regular newsletter, written by the Headteacher, which includes ‘diary’ dates, is sent out.
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Children are issued with a Home-School Diary which can be used to communicate messages between the child’s Class Teacher and Home. Parents are encouraged to take an active role in a home reading scheme, and information is exchanged using a ‘reading diary’. A variety of educational afternoons / evenings are run throughout the school year on various curriculum topics. The contribution of all parents is a much appreciated and valuable part of our provision. Parents may have particular skills to share, others may offer practical help. Parents may accompany staff and children on visits, help with activities, hear readers and help with after school clubs. 4.3
Beginnings We understand that the transition from home or playgroup to school is an important and challenging step for both children and parents. We believe that children need to be introduced gently into school life. We plan a ‘staged’ entry in the first weeks enabling each child to receive special attention. The team work hard to establish clear routines in order to help the children feel secure. At the beginning of the school year Reception children are gradually introduced to Key Stage and school assemblies. When they are ready and settled they are accompanied into assemblies by Year 6 children for the first few whole school assemblies.
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5.
The Learning Environment 5.1
In the classroom. The Foundation Stage team seek to provide a bright, stimulating classroom environment organised to promote independent learning.
5.2
Specific but flexible areas are established to promote different aspects of learning. Role play areas, book corners, construction, Literacy, Numeracy and malleable areas are key features in this arrangement.
Equipment, materials and storage areas are clearly labelled and accessible, enabling children to select and return materials required for a task, helping to develop independence.
Appropriately sized tables and chairs are provided but the integrated nature of the day means that children do not have their own specific seat.
The team works within its own budget and in liaison with the subject co-ordinators to establish a wide range of resources which support and promote the full range of learning experiences.
Outside the classroom.
The outdoor environment for the Reception classes is selfcontained and secure. It provides for a variety of learning experiences and extends the indoor environment.
We recognise the importance of outdoor play for Reception children and are working to enhance the environment adjacent to the classroom areas. For more information please refer to Appendix 1 ‘Outdoor Policy Statements’.
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5.3
Staffing The school is committed to providing the best possible adult/child ratio in the Foundation Stage, taking into account the needs of the school as a whole. The school will maintain as a minimum, appropriately trained teachers and qualified Nursery Nurses. Extra adult provision may also be provided for children with particular learning needs.
5.4
Safety The safety of the children is paramount. 5.4.1 In the classroom The Foundation Stage team have a commitment to ensure that:
All equipment and materials are safe and suitable for use by the relevant age groups. Children move around the classroom in a safe and sensible manner. As part of their social development children are taught to respect each other. Children are taught to use equipment and materials correctly. All activities carrying any degree of risk (eg cooking) are supervised by adults and addressed in planning.
5.4.2 Outdoors
There is appropriate adult supervision for the outdoor learning environments. Staff are aware of safety requirements in the outdoor areas and amend risk assessments as necessary. There is appropriate adult supervision before school and during break times. Security gates are closed during the day.
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6.
The staff and children are aware of safety rules regarding the playground, adventure playground and outdoor equipment. School Meals Supervisory Assistants are made aware of, and act upon, the particular needs of the children.
Church / Community / School links
6.1
Links with the Church The vicar or curate takes an assembly on a regular basis throughout the school year. Visits are made to the church in connection with Religious Education studies in the curriculum. Children also visit the church for Harvest Festival, Christmas productions, Easter and the Year 6 Leaver’s Service.
6.2
Links with the community Walks around the immediate environment are taken as part of Topic work and to cover aspects of the curriculum within the Early Years Foundation Stage. Children visit the local library and Fishponds as well as having visits from the local police and fire service.
6.3
Links within the school During the school year, pupils from other year groups work in the Reception classes. This benefits the younger children who learn from the older children, developing their confidence in creative activities. The older pupils benefit by learning to support and care for the younger children.
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7.
Learning and Teaching 7.1
General Principles The approach to Learning and Teaching in the Early Years is based on the following key beliefs:
What children can do must be the starting point for their learning. Self-motivation and independent learning must be nurtured. Purposeful play is a fundamental tool for effective learning. Each child has as an entitlement to encounter experiences and activities relevant to their age, aptitude and stage of development. Assessment, as an integral part of teaching, is well planned in accordance with the school’s Assessment Policy.
Staff are also aware of the ‘Characteristics of Effective Learning’ and planning and provision are based on the following themes: Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking Having their own ideas Making links Choosing ways to do things
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7.2
The Early Years Foundation Stage Curriculum The Foundation stage Curriculum is organised into seven areas of learning:
Prime Areas Personal, Social and Emotional Development: Making relationships Self-confidence and self-awareness Managing feelings and behaviour Physical Development: Moving and handling Health and self-care Communication and Language: Listening and attention Understanding Speaking
Specific areas
Literacy: Reading Writing Mathematics: Numbers Shape, space and measure Understanding the World: People and communities The world Technology Expressive Arts and Design: Exploring and using media and materials Being imaginative
The curriculum is based on these seven areas of learning in the Foundation Stage. This prepares children for learning in Key Stage 1 and is consistent with the National Curriculum. The curriculum in Reception is based on the following themes:
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‘Getting to know you’, ‘Splish, Splash, Splosh’, ‘The Jolly Postman’, ‘A Bug’s Life’ and ‘Pads, Paws and Claws’. The themes also include RE units, work on different Christian festivals throughout the year and transition.
7.3
Assessment on entry to Reception In accordance with current policy, all Reception children are assessed across the seven areas of learning, as detailed in the ‘Development Matters in the EYFS’ . Initial assessments, taking into consideration any Pre-school or Nursery Profile information, are completed by the end of the first half-term. Reception staff keep a record of continuous assessments throughout the year, from ongoing planned assessments activities and informal observations. For more information regarding assessment in Reception please refer to Appendix 2 – ‘Foundation Stage Handbook’.
7.4
ICT ICT units are followed in the Foundation Stage, in accordance with the school’s existing ICT policy . Various programs are taught and used by the children through cross-curricular activities. In addition, children have access to laptops which can be used in the classrooms on a daily basis. The Reception classes also have different technology which is to be used by children including Interactive Whiteboards, CD players, programmable toys, cameras and flip video cameras.
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