Early Years Foundation Stage Policy

Aims and Values

We aim to foster the growth of Faith by providing a caring environment which values the contribution of each individual, promotes love and respect for God and

each other and encourages a strong sense of community.

Our aims are:

1. To encourage and develop the spiritual and moral growth of the individual and to make our Catholic/Christian faith a meaningful experience.

2. To promote a stimulating and relevant curriculum, which enables each

individual to achieve their full potential and aspire to high standards.

3. To develop a committed, active relationship between all those who are involved with our school by fostering home, parish and community links.

4. To encourage co-operation, active relationship between all those who are

involved with this school, every opportunity to succeed.

5. To create a happy, safe working environment, where each person is recognised as unique and where there is mutual respect and trust amongst all in

the school.

Religious Education

Like many other Diocesan schools, St Bernadette’s uses “The Way, The Truth

and The Life” Catholic education scheme. The children are made aware of the

school Mission Statement, at an age appropriate level. Each class uses this to

form their Class Promise.

Children in the Foundation Stage play a part in leading their own worship time

from a very early age. In FS1 children are introduced to the school prayers and

they begin to plan their own Collective Worship weekly. Each class has a Prayer

Leader to lead daily Prayers and worship.

Each classroom has a focal area for RE and Collective Worship. In this area

there is a selection of religious artefacts and displays match the current liturgical

season and unit of teaching.

“Every child deserves the best possible start in life and the support that enables them to fulfill 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”, Department for Education, 2017

Staffing and Organisation

Miss C. Halliwell

FS1 Teacher

Mr T. Lambert Foundation Stage Leader/FS2 Teacher

Mrs K. Nuttall Higher Level Teaching Assistant FS1

Mrs C. Gill Level 3 Teaching Assistant FS1

Mrs S. Clarke Higher Level Teaching Assistant FS2

Mrs S. McConnell

Higher Level Teaching Assistant FS2

Miss M. West Teaching Assistant: EYFS Reading and Language intervention

At St Bernadette’s Catholic Primary School, we have one FS1 and one FS2 class

that share the use of the Foundation Stage Unit. Each class has their own classroom that opens out onto the play court which is a shared area of

continuous provision. For parts of the day FS1 and FS2 join together in the unit.

Staff are organised to support the children in a balance of adult led and child-initiated experiences throughout the day. All children have access to the outdoor

classroom each day. This is free-flow in FS1. In FS2 children have access throughout the day in small groups. Practitioners are aware of the need to be

flexible in order to respond to unplanned events that the children are interested in.

Planning

At St. Bernadette’s our aim is to provide the children in our care the very best start in life by developing the skills they need to become independent learners. We follow the statutory framework of the Early Years Foundation Stage (EYFS)

which sets the standards for learning and development for all children up to the end of their Reception year.

Learning through play underpins all of the EYFS and the framework is split into

the prime and specific areas of learning.

There are three prime areas of learning:

Communication and Language Physical Development

Personal, Social and Emotional Development

In addition, there are four specific areas of learning: Literacy

Mathematics Understanding the World

Expressive Arts and Design

Narrative Immersion Curriculum

In the Foundation Stage we have adopted the Narrative Immersion Curriculum. This places Literacy and Communication and Language at the heart of

everything that we do. Each half-term the children are immersed in a new text. The children then follow enquiry questions linked to the narrative. High quality

texts are chosen each half-term and the children are set challenges in the enhanced continuous provision linked to the text.

Our planning has a sharp focus on the children’s needs, their interests and their stages of development. We recognise that the seven areas of learning cannot be

delivered in isolation and seek opportunities to make links between them. We aim to deliver the curriculum through planned, purposeful play and present new concepts in meaningful contexts that enable the children to build on what they

already know.

Long Term Planning

Our long term planning shows our aims and values, demonstrates how our continuous provision meets the EYFS requirements and promotes learning within the areas of learning and development, tracks the learning objectives that have

been covered and highlights any key events to be included.

Medium Term Planning

At St Bernadette’s Catholic Primary School, each half-term is based around a story.

Medium term planning shows the key learning experiences for each area of the curriculum. Practitioners use this flexibly, choosing learning experiences to meet the needs of the children. At the beginning of each theme, practitioners lead the

children in discussion to identify areas that they are particularly interested in. A ‘wow’ entry day and exit celebration day is planned for each half-term to

introduce the children to the theme and to celebrate their achievements. The whole Foundation Stage team meet to plan for each half-term.

Short Term Planning

Short term planning shows the learning opportunities that will be available over the week. It includes differentiated adult led experiences for all curriculum areas, as well as showing how the learning environment will be enhanced in response

to the previous week’s observations and assessment of the children.

Effective Teaching and Learning

At St. Bernadette’s we encourage children to become independent and curious learners.

We aim to provide an attractive, challenging learning environment that offers high quality opportunities for the children to learn. Our environment is structured to

reflect the children’s varying interests and individual learning styles. We are also fortunate to have a secure, stimulating outdoor learning environment. We place equal importance on the indoor and outdoor learning environments. Our outdoor

learning environment provides opportunities for reading, writing and the exploration of number and shape, space and measure. There are also many

opportunities for the children to develop their fine and gross motor skills.

Staff play an active role in shaping their learning experiences. Adults engage in discussion with the children about what they are interested in, which skills they

would like to develop further and which resources they need to support their learning.

Children are supported to think creatively and imaginatively and explore how

resources can be adapted. Each week, the provision is enhanced with additional resources, based on the previous week’s observations.

Adult led activities are practical in nature and based on first hand experiences

wherever possible. The children are supported to develop problem-solving skills through open-ended tasks and opportunities to share their thinking with others.

The number of adult led activities that the children take part in increases throughout the year, as their concentration develops. Opportunities for reading

and writing are evident throughout the provision.

In Foundation Stage 2 the children are introduced to the ‘Rainbow Challenge’ in the Autumn term. The children are set a variety of challenges that are to be completed by the end of the week. The children collect a rainbow coloured

lollypop stick once they have shown an adult that they have completed the challenges. The number of challenges increase as the year develops.

The Characteristics of Effective Learning

The Characteristics of learning run through and underpin the seven areas of learning and development, as detailed in the ‘Early Years Foundation Stage Framework’ (2017). They describe learning processes that occur throughout

everyday activities and experiences. They support the child to remain an effective and motivated learner.

At St. Bernadette’s we use a dinosaur themed approach to the Characteristics of

Effective Learning called ‘Achievosaurs’. We have a display area in each classroom so that these can be referred to throughout the day. The

‘Achievosaurs’, each link to an aspect of the characteristics. They enable children to become more aware of how they learn, and give them language to explain the

skills they use when learning.

Observation and Assessment

We ensure that all children attending the setting have a personal Learning Journey which records photos, observations and comments, in line with the Early

Years Foundation Stage, to build up a record of each child’s achievements during their time with us. It will also show children’s developmental progress

through the different age bands of the EYFS.

The EYFS Statutory Framework 2017 explains that, “assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and

support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves

practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for

each child reflecting those observations. In their interactions with children, practitioners should respond to their own day-to-day observations about

children’s progress and observations that parents and carers share.”

At St Bernadette’s Catholic Primary School, we use an online Learning Journey system called 2 Simple 2 Build a Profile. All members of staff in the unit are trained in using this program and parents and families are invited to

come and discuss these with their child’s class teacher.

We have also opted to use 2 simple Parent Share. This enables parents and carers to receive regular observations of their child’s learning via email.

Parents can also send in observations from home. At the end of the Foundation Stage parents and carers are sent an electronic copy of their child’s learning journey using Parent Share. Parents are asked to sign a consent form giving permission for their child’s image to appear in other

children’s Learning Journeys, and to protect images of other children that may appear in any photos contained in their child’s Learning Journey.

The 2 Simple 2 Build a Profile app is currently installed on the two teacher iPads

in the Foundation Stage. Both devices are encrypted with a password and the app is also encrypted for maximum security. The data available on the 2 Simple

Management Suite can only be accessed by class teachers.

From the first half of the autumn term onwards, the teachers use their knowledge of each child to decide which band of ‘Development Matters’ they are working on in each area of the curriculum. This allows learning opportunities to be pitched appropriately and also provides a baseline of the children’s attainment. This

information is updated at 4 points across the year in order to provide a detailed overview of the progress each child makes.

In the summer term, the reception teacher considers the 17 ELGS in the EYFS

Profile to decide whether each child is working at the expected levels, exceeding the levels or have not yet met the levels. Judgements against the ELGs are

based on ongoing observation; all relevant records; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a

useful contribution.

The results of the Profile are shared with parents and/or carers, and there are opportunities for them to meet their child’s class teacher to discuss this

information.

The EYFS profile results are reported to the local authority, who monitor and moderate the judgements made.

Moderation occurs termly in the Foundation Stage. The Foundation Stage

teachers and Foundation Stage team are involved in the moderation process.

Working in Partnership We recognise that children may access EYFS provision through other providers throughout the week and that all providers have an equally important role to play in their early years experiences. We seek information about the other settings

that our children attend so that we can establish communication about their learning and development.

We have developed a good relationship with some of the local nurseries and

schools in the area. Staff from local nurseries meet with our team at least termly and we have invited staff from local nurseries to attend CPD training and school

events.

We work closely with the Stockport Early Years Team and have regular visits from our Early Years Consultant Michaelle Kelly. We have provided case studies

and offered learning walks to other schools in the Local Authority.

Transition

We want our children to experience a smooth educational and emotional transition from one phase to the next. This will ensure that children make the best

all round progress. Transitions are not overlooked or left to chance; good transition takes careful thought and thorough planning well in advance.

Towards the end of the academic year time is planned for the Reception teacher to meet with our school Nursery teacher and time to meet with Nursery staff from other settings to find out about the children who will be starting in our Reception class. Each child’s learning journey and attainment is shared with the Reception

class teacher and any children who are working below or above age- related expectations are highlighted.

The transition is minimal for the children who move from our school Nursery into Reception as the children in the Foundation Stage are familiar with the staff in

both classes and use the continuous provision throughout the Foundation Stage Unit.

As part of our induction process the Nursery teacher conducts home visits and

stay and play sessions are provided. Stay and play sessions and parent welcome meetings are provided as part of the induction process to Reception. During the welcome meeting there is a representative from the school nursing team and our pastoral lead teacher/SENDCO is available to talk to parents.

To support the transition from Reception to Year One the children spend some

time getting to know the Year One teacher in the Summer term. At St. Bernadette’s we are a small school and the children in Reception are familiar

with the Year one teacher and the Year One classroom.

The Reception teacher meets with the Year One teacher in the Summer term to discuss the EYFS Profile results, to share the children’s learning journeys and to highlight any children who did not achieve a Good Level of Development or did not reach the Early Learning Goal in a particular area of learning. This enables the Year One team to put in place some support/provision ready for the next

academic year.

Parent Partnerships

We value the contribution that our parents and carers make to their child’s learning and take every opportunity to work in collaboration with them. Each half term, we publish a newsletter to inform parents of what their child will be learning

and how they can support them at home. In the Autumn and Summer terms we hold parents’ evenings and in the Summer term we send home detailed reports.

Parents who have provided their email address receive regular updates of their

child’s learning via 2 Simple Parent Share. We welcome contributions from home and provide ‘Proud Cards’ for parents and carers to complete. These are imported into the children’s learning journeys, where relevant. The children take

reading books, Chatter Boxes and Phonics activity bags home to share. Throughout the year, there are parent’s meetings, story mornings and subject

workshops where parents can find out more about how their children learn.

We have an EYFS Twitter page to share children’s learning and to post reminders for parents and carers.

Stay and Play sessions run each Wednesday in the Foundation Stage Unit.

In both classes the children have ‘Wonder Walls’. Each child has their own

celebration space on a display board where they can display any work that they are proud of. Parents are invited in regularly to have a look at these.

There are two annual Parent’s Evenings and parents receive an EYFS friendly school report at the end of each academic year in the Foundation Stage. This provides details of the children’s attainment using the Development Matters in

the Early Years document.

Premises and Security

All access to the school is through the main school door, which is kept locked. Staff use a secure fob to gain access to the building. The office staff are

responsible for verifying the identity of any visitors before they enter school. Visitors are asked to sign in to the school visitor’s log and are given a visitor badge to wear. Staff are aware of their role in challenging anyone who is not recognised and asking for identification from anyone claiming to be from an

outside agency. Visitors are informed of our personal electronic devices policy on entry to the building. All staff comply with our personal electronic devices

policy.

Our outdoor learning area is fenced off and the gate onto the school field is to remain closed whilst the children are using the outdoor learning area.

Arrival and Collection of Children

Children can enter school from 8:55. Each child is marked in on the day’s register by the class teacher. Parents/carers of children in Foundation Stage 1 are to use

the Foundation Stage entrance doors when dropping off or collecting their child(ren). Parents/carers of children in Foundation 2 are to use the Foundation

Stage 2 external classroom door when dropping of or collecting their child(ren). If a child needs to be collected during the school day, parents must report to the

school office.

Outings

Written parental permission to take the children into the local environment is sought upon admission to the school. Further permission is obtained for any

other outings. Risk assessments are completed for each type of outing.

Key Person Approach

The class teacher is responsible for the well-being of all of the children in each class.

In addition, as set out in the EYFS Statutory Framework 2017, each child is

assigned a ‘key person’ who may be the teacher or a teaching assistant. Parents are informed of who their child’s key person is and receive information about their

role.

The key person’s responsibilities include:

helping the child to become familiar with the setting

building a relationship with each child’s parents, working in partnership with them to ensure that the child is being cared for appropriately for each family.

responding sensitively to the child’s needs, feelings, ideas and behaviour.

ensuring that the learning opportunities on offer meet the needs of each child.

Promoting Awareness of Dangers and How to Stay Safe

We encourage the children to take an active role in ensuring their own safety and involve them in discussions about health and safety issues. For example, the

children may take on the role of a ‘Danger Detective’ and look for possible hazards around the classroom or use photographs of a place that they will visit on a school trip to complete their own risk assessment. The school follows the

‘SEAL’ programme, which encourages children to think about who can help them in different situations. The children also regularly take part in Restorative circle

times.

British Values

At St. Bernadette’s we strive to promote the spiritual, moral, social and cultural development of all pupils in our School. Included in their SMSC development is the promotion of our fundamental British values. Within our School we have a

strong ethos which is supported by effective relationships, collective worship and the provision of relevant activities beyond the classroom. We are a Catholic

School which encourages the respect and tolerance of all other faiths, races and cultures. We expect all pupils to learn and understand that while different people

may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. Parents are aware of the School’s Mission

Statement, ethos and the teaching which supports the rule of English civil and criminal law.

Opinions and behaviours which are contrary to British values would be completely at odds with School’s duty to provide an acceptable programme of

social, moral, spiritual and cultural education to our children. This is documented in the school’s British Values policy.

Safeguarding

At our school safeguarding encompasses child protection, safer recruitment, managing allegations against member of staff as well our approach to the Team

Around the Child (TAC) process. It is also supported by our approach to behaviour management, our response to managing bullying and racist incidents, our response to care and control, our response to children who are absent from

school, our response to the use of technology in school, our management of children with medical needs, our first aid arrangements, our management of

educational visits and our health and safety procedures, including site security. These are documented separately.

In our school the designated safeguarding lead is Mrs J. Hall. In her absence, the role is fulfilled by Miss G. Whiting. Both these post-holders have the status

and authority within our management structure to carry out the duties of the role. Our named Governor for Safeguarding is Miss Sarah Howe.

At our school, we follow the policies and procedures generated by Stockport’s

Local Safeguarding Children Board. This is documented in the school’s Safeguarding children policy.

Special Educational Needs

The designated teacher responsible for coordinating SEN provision (the SEN coordinator or SENCO) is Mrs J Hall. Miss S. Howe is the School Governor with

specific oversight of the school’s arrangements for SEN and disability. Miss S.

Howe and Mrs Hall meet on a regular basis to review the arrangements for supporting children with Special Educational Needs and Disabilities.

Our approach is based on the principles set out in the Code of Practice 2014 and

they are designed to support: • the participation of children, their parents and young people in decision- making

• the early identification of children and young people’s needs and early intervention to support them

• greater choice and control for young people and parents over support • collaboration between education, health and social care services to provide

support • high quality provision to meet the needs of children and young people with SEN

Please refer to our SEN policy for further information relating to Special Educational Needs and our SEN offer.

Risk Assessments

A comprehensive risk assessment has been completed for the Foundation Stage, including the outdoor area. All risk assessments are shared in child

friendly language with the children and ongoing oral risk assessment takes place every day.

In the event of the fire alarm sounding children will be calmly escorted out of the nearest fire exit to the assembly point on the junior playground. All children will then be accounted for. Mrs Karen Nuttall is the Fire Marshall in the Foundation

Stage.

Being Active At. St. Bernadette’s we understand the importance of being active and follow the Chief Medical Officers physical activity guidelines for the early years. “For under

fives the physical activity guidelines are: • Children of pre-school age who are capable of walking unaided should be

physically active daily for at least 180 minutes (3 hours), spread throughout the day.

• All under fives should minimise the amount of time spent being sedentary.

Children have access to our outdoor area, which provides a range of physical activities; including large building blocks, large balls, bats and balls, climbing frame, tyres and logs for balancing. They are also able to access the main

playground and field. The children take part in at least one formal PE session each week.

Food and Drink

We provide a structured snack time in FS1 and a ‘free flow’ snack area in the FS2 classroom. A range of healthy snacks are available, supplied by “The School Fruit and Vegetable Scheme”. Children are supported to wash their

hands with soap before selecting a snack and pouring their own drink. The snack bar is accessible throughout the day, allowing the children to make decisions

about when they are hungry and thirsty.

Illnesses and Injuries

Parents and Carers are asked not to send their child to school if they are unwell and to inform the school office of their absence. Parents/Carers are asked to

inform staff if their child is suffering from a minor ailment so that appropriate care can be given. Children must not return to school within 48 hours of a bout of

sickness or diarrhoea.

If a child becomes unwell whilst at school, a member of staff will:

Phone the parents/carers, explain that their child is unwell, explain the

symptoms noted and ask them to collect their child.

Sit with the child in a quiet place away from other children, if possible, until

the parents arrive.

If the child has had sickness or diarrhoea, explain the policy of at least a

48 hour clearance of either symptom before the child may return.

Advice relating to common diseases can be found in the school office.

All staff in the Foundation Stage have received full Paediatric First Aid training. In the case of an injury, a qualified first aider will administer appropriate first aid.

A first aid kit is kept in the FS1 & FS2 classroom and its contents are in accordance with advice from the Health and Safety Executive and the

Community Health Physician. First aid cover is provided at playtimes and lunchtimes.

All accidents are recorded in one of the school’s accident books and signed by the member of staff who dealt with the incident. The staff member dealing with the incident is responsible for completing an accident slip and this is sent home

with the child at the end of the day. Parents/carers may be contacted by telephone to inform them of an injury if deemed necessary.

Toileting and Intimate Care

Information regarding toileting and providing intimate care can be found in our Toileting and Intimate Care policy.

Medicines

Only drugs/medicines prescribed by a registered Medical Practitioner will be administered to children. Parents should complete and hand in a Medication

Consent Form, along with medicine, to a member of staff. Drugs/medicines must only be administered to the child for whom they are prescribed and all

drugs/medicines must be kept in the original container stating whom they are prescribed for and dosage information. Unwanted or unused medicines must be

returned to the parent for disposal. A record of the drugs given should be made indicating the time, dosage and

signed by the person administering the dose. The child’s parent should sign this each day that medicine is given.

Training for asthma and prescribed medication that is invasive i.e. EPIPENS etc is delivered via the school nurse annually. If an individual child requires a care

plan, this will be drawn up in partnership with parents and the school nurse.

Signed: T.Lambert Policy Reviewed: February 2018 Role: Foundation Stage Leader