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Early Years Foundation Stage Policy

Version Date Nature of change Reason Author(s) Ratification at LGB date

1.0 September 2017

Kim Clapham

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. At COLPAI, children join the Reception class in the academic year that they turn five. In partnership with parents and carers we enable the children to begin the process of becoming active learners for life.

The EYFS at COLPAI seeks to provide: • quality and consistency, so that every child makes good progress and no child gets

left behind; • a secure foundation through learning and development opportunities which are

planned around the needs and interests of each individual child and are assessed and reviewed regularly;

• partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is

included and supported.

We endeavour to ensure that children ‘learn and develop well and are kept healthy and safe.’ (Development Matters 2012) We aim to promote teaching and learning to ensure children’s ‘school readiness’, providing children with a broad range of knowledge and skills that provide the right foundations for good future progress through school and life. (EYFS Statutory Framework 2014)

A Unique ChildWe 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 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 assemblies and rewards, to encourage children to develop a positive attitude to learning.


COLPAI Early Years Foundation Stage Policy 2016

Curriculum Planning

The Foundation Stage Curriculum is organised into seven areas of learning.

Personal and Social and Emotional DevelopmentThis area of learning provides opportunities for children to become valued members of the class, develop their identity through increasing awareness of their own, and other's, needs, beliefs and cultures and also develop positive dispositions to learning. It supports the development of social skills by providing opportunities that enable children to learn how to co-operate and work with each other.

Communication and Language and LiteracyThis area of learning provides opportunities for children to talk confidently, respond to adults and to other children in an environment where speaking and listening are highly valued skills. It also gives opportunities for all children to explore, enjoy, learn about and use words and text in a broad range of contexts.

Mathematical DevelopmentThis area of learning provides opportunities for children to develop their understanding of number, measurement, pattern, shape and space by providing a broad range of contexts in which they can explore, enjoy, learn, practise and talk about them.

Understanding of the WorldThis area of learning provides opportunities for children to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts and to explore and find out about their environment. Children will also explore the impact of Information and communication technology on their everyday lives

Physical DevelopmentThis area of learning offers opportunities for children to develop and practise their control over large movements such as running, jumping, climbing, swinging, hanging etc. and also finer movements which involve the ability to control the use of one-handed tools and equipment e.g. Digging tools, paint brushes, mark-making and writing tools. It also supports a developing understanding of how their bodies work and what they need to be healthy and safe.

Expressive arts and design This area of learning offers opportunities for children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance, imaginative and role-play activities.

● All seven areas are incorporated into the outdoor curriculum. ● Planning is cross curricular across all seven areas. ● Long term planning ensures continuity and progression throughout.● Medium term planning (half termly) links the early learning goals and essential skills

to be developed to specific planned activities and identifies assessment opportunities.

● Short term planning includes specific plans for coverage of the daily Literacy, Numeracy and Letters & Sounds carpet sessions. Free flow planning is planned on a daily basis, which include opportunities for extension; child requested activities and planned adult led activities.


Performing Arts

The Expressive Arts and Design are central to our curriculum at COLPAI. We believe creative approaches engage and motivate pupils and support and deepen their learning. Throughout our curriculum we thoroughly exploit the

City of London’s rich arts and cultural partnerships including: The Barbican Centre, The Guildhall Art Gallery, The Museum of London, The London

Symphony Orchestra and The Guildhall School of Music and their specialist music teachers.

Literacy and language

Our Literacy and Language programme is based upon high quality core texts such as Owl Babies, Would you Rather?

And Peace at Last. Our rigorous Phonics programme is set within a rich language curriculum to ensure pupils

develop both dimensions of reading; word recognition skills and language comprehension skills. Through Pie Corbet’s

Talk for Writing, pupils develop strong oral language, including ambitious vocabulary and good composition skills in readiness for writing. Spelling and handwriting skills are developed systematically to ensure good transcriptional writing skills.

Maths and Sciences

COLPAI offers a challenging mastery curriculum based on Singapore maths. Close links with the Science Museum and out

of class learning experiences provide active learning opportunities to develop an understanding of the world. Child

friendly topics link closely with space, animals, electricity and plants.

P4C Opportunities for the Performing Arts, TFW and P4C are key approaches in promoting children’s oracy, confidence and engagement with learning.

Physical DevelopmentThrough adventurous and challenging outdoor play, children develop good skills of


Expressive Arts and Design

LiteracyCommunication and language

Understanding the world

Mathematical Development

Personal; Social and Emotional

Physical Development

coordination and cooperation.

The Foundation Stage Curriculum and the Early Years Foundation Stage provides a structure of learning opportunities through which we develop the different aspects of early education. These areas cover the basic skills necessary for Key Stage 1 of the National Curriculum.

At COLPAI, children meet learning opportunities within a happy, secure and interesting environment through practical activity, enquiry and purposeful play, with consolidation through practice, talk and reflection. Children will feel confident and challenged. The environment is the third teacher and plays a vital role in providing this to children. We work closely with community playthings in resources our school.

The children have daily access to an indoor and outdoor environment that is set up in discrete areas of learning with planned continuous provision.

Effective learning builds and extends upon prior learning and following children’s interest. Effective planning is informed by observations of the children to ensure we follow their current interests and experiences. These observations are recorded in the children’s individual learning journeys.

Play based learning is paramount and children direct their own learning from carefully planned opportunities provided by staff. Staff will enhance play and extend as needed to further individual learning.

‘In planning and guiding activities, practitioners must reflect on the different ways that children learn and reflect these in their practice’ (Statutory framework for the EYFS, 2014) The characteristics of effective learning are embedded throughout the rich learning environment offered to the children including breadth and depth of experiences as well as the skilled questioning, modelling and observations of the practitioners.

Open-ended resources as part of continuous provision allow children to play and explore. Engagement levels are high in children when they are able to represent their own experiences in their play. Through discussion with parents or carers as well as observation from previous settings or home visits, resources are carefully chosen. This is to ensure the resources reflect the diversity and experiences of all children in the setting.

The routine of the day allows children time to be involved and concentrate to develop active learning. Challenges are set up to ensure children learn to persist when activities may be challenging and build resilience. These attributes are also celebrated in whole class discussions or in assemblies.

Allowing children the freedom to think of their own ideas and finding new ways to things is an integral part to developing children’s critical thinking. It allows them to link and apply their knowledge as well develop strategies and problem solve.

Planning and Teaching

The teachers will plan and teach a balanced range of activities and experiences to cover the seven areas of learning outlined by the government guidance ‘Development Matters in theEarly Years Foundation Stage (EYFS)’ (2012)


● Personal, Social and Emotional development● Communication and Language● Physical development● Literacy● Maths● Understanding of the world● Expressive Art and Design

Teachers will set high expectations for children’s attainment and progress using a variety of teaching approaches and groupings.

There will be a balance of teacher directed and child chosen activities. Each classroom is organised to accommodate a teacher’s individual teaching style. However some elements are common to all.

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.

Learning in these areas is carried out within an integrated creative curriculum that is designed around the children’s interests and is flexible to these.


Topics Autumn 1:MarvellousMe

Autumn 2:Light Fantastic

Spring1: Creatures Great and Small

Spring 2:Sensational Superheroes

Summer 1:Traditional Tales

Summer 2:Out of this World

Highlights Settling in, getting to know each other, What I can do, I’m special, My Family and friendsI live in london

FireworksDiwaliLight celebrations

Mini beasts, dinosaurs, back garden, safari

Fictional and real-life superheroes.People who help us

The Little Red Hen

The Ginger Bread Man

Space, Stars, PlanetsRocket making.Moon Play

Books Marvellous Me

NF: Diwali, Hanuka

The Very Hungry CaterpillarThe Bad Tempered Ladybird

Traction ManSuper Daisy

As above Bob the Man on the MoonThe Way Back Home

Visits/ visitors

Guildhall Music event

Museum of London I live in London

Trust Assembly/ Lord Mayor

Science Museum

People of Hindu/ Jewish faith

HE Theatre

VetsReptile ManNatural History MuseumPond dipping

Fire Fighter visit

School Nurse

People Who Help Us

MoLTransporting food long ago

City Farm Visit

Science Museum

Museum of London: What were Holidays like in the past?

Events Opening ceremony

Time capsule

AutumnRemembrance DayGuy FawkesDiwaliHanukaChristmas

Butterfly hatching kit

Super Hero dressing up

Hatching chicks

Making bread

Graduation ceremonyCelebration of achievement

Themes running throughout the year

Continued links with the City of London through the curriculum, e.g. The Museum of London, London Symphony Orchestra, The Barbican, Guildhall School of music and drama.

Partnerships with parents.

Assessment, Recording and Reporting of Progress

The assessment of children will take a variety of forms including:-

❖ Observations❖ Dated and annotated examples of work❖ Photographs as appropriate

Each child’s learning journey is available for parents to access at any time throughout the year. Parent’s consultations are held in the Autumn, Spring and Summer terms to inform on a child’s progress. Children are accessed alongside an assessment 4 times a year: baseline


(upon entry), November, March and May. On-going teacher assessments are undertaken in line with the school’s own assessment which corresponds with Development Matters 2012 and Early Years Outcomes 2013. These alongside commentary of a child’s characteristics of effective learning will form the basis of the end of year reports.

In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile is completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile reflects: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Each child’s level of development will be assessed against the early learning goals and they indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (See COLPAI Assessment Policy).This is the EYFS Profile.

Year 1 teachers are given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning which inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.

Results of the Profile are shared with parents and/or carers and if a child moves to a new school during the academic year, the school sends their assessment of the child’s level of development against the early learning goals to the relevant school within 15 days of receiving a request. If a child moves during the summer term, relevant providers must agree which of them will complete the Profile. The Profile is completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities must be made as appropriate. The EYFS Lead reports EYFS Profile results to local authorities, upon request.

Monitoring of Quality of Teaching

Monitoring of the standards of children’s work and of the quality teaching in EYFS is carried out termly by a team of staff including the EYFS Lead, the subject leaders and a member of SLT. They review samples of children’s work and undertake lesson observations.

See Teaching and Learning Policy for cycle.

The work of the EYFS Lead also involves supporting colleagues in the teaching of the EYFS curriculum, being informed about current developments in the key stage, and providing a strategic lead and direction for the subject in the school.

The EYFS Lead gives the Head Teacher a termly summary in which s/he evaluates strengths and weaknesses in the subject and indicates areas for further improvement.

A named member of the school’s governing body is briefed to oversee the teaching of EYFS. This governor meets regularly with the leader to review progress.

Partnership with Parents and Carers

Developing positive relationships enable children to be strong and independent. The school recognises the importance of establishing effective relationships with parents/carers in


ensuring the children achieve their full potential.

Parental involvement is actively encouraged. Parents are welcomed as classroom helpers and to accompany the children on educational visits. Staff ensure that parents are well informed about the curriculum their child is experiencing through newsletters, reading records and outdoor noticeboards. Parents are encouraged to approach staff at the earliest opportunity if they are at all concerned about any aspect of their child’s school life.

Parents are actively encouraged to add to their children’s learning journeys in the form of ‘Wow cards’. These cards are sent home on a regular basis and can also be accessed by parents online. They encourage parents to write about a moment when their child as done something special. The teacher then celebrates this with the class before being documented in the child’s learning journey. Workshops are also held by members of staff to inform parents on a number of topics such as helping their children with reading, writing, phonics or behaviour. Workshops respond to parents’ requests and needs. Smaller workshops and one-to-one modelling of reading or phonics games also happen regularly to support parents in helping their children.

Parents are invited to come and read stories to children during story time. This may be in English or in another home language of theirs. This celebrates the importance of reading and story time as well as the value of other cultures and languages.

Key WorkerChildren’s key workers are their class teachers. Parents are informed of who child’s key worker during transition meetings.

Inclusion/Special Educational Needs and Disability (SEND)All children and their families are valued at COLPAI. Children are treated as individuals and have equal access to all provisions available. All children are encouraged to achieve their personal best and planning is adapted to meet the needs of all groups and abilities. Assessments take into account contributions from a range of perspectives to ensure that any child with potential special educational needs is identified at the earliest possible opportunity. Early identification is crucial to enable staff to support the development of each child. Concerns are always discussed with parents/carers at an early stage.

Children’s WelfareOn entry to school a School entry profile form is completed by an adult and parent together. This includes medical, personal and social details. Any accident on school premises is recorded in the class Accident Book and parents informed dependant on the severity of the incident. The school, parents and child are all asked to sign a Home School Agreement to ensure we are all working together for the best for your child.

We understand that we are required to:• promote the welfare and safeguarding 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 is 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.

See Safeguarding Policy.

Equal OpportunitiesStaff ensure that all children have equal access to the curriculum. Every child is included and supported. They will be encouraged to respect similarities and differences within cultures other than their own. The school seeks to develop tolerance and concern for others.

Health and Safety

At COLPAI there are clear procedures for assessing risk which includes procedures for keeping children safe during outings and for any aspects of the environment or provision that may require a further risk assessment.

In line with the EYFS statutory framework 2012, at COLPAI we undertake;

• A whole school medicines policy ensuring that there are systems in place to ensure that medicines and the systems for obtaining information about a child’s needs for medication are kept up to date. Medicines will not be administered unless they have been prescribed by a doctor. Training is provided for staff where the administration of medicine requires medical or technical knowledge. Medicines (both prescription and non-prescription) are only administered to a child where written permission for that particular medicine has been obtained from the child’s parent and/or carer.” At COLPAI a written record is kept each time a medicine is administered to a child and informs the child’s parents and/or carers on the same day.” (Statutory framework for EYFS 2012)

• Fresh drinking water is available at all times.• Children’s’ dietary needs are recorded and acted upon when required.• Milk and fruit are available.• A first aider is accessible at all times and a record of accidents and injuries is kept. • A fire and emergency evacuation procedure and policy• A safeguarding policy stating how mobile phones and cameras are to be used and

stored securely whilst children are in the setting. Cameras that are used in school must not be used for staff own personal use.

TransitionFrom Pre-school/Feeder settings

During the summer term prior to a child’s entry into the Reception year, the following procedures have been put into place to ensure successful transition

• Parents are invited to a meeting to ensure they know about school procedures and allocation of classes and any concerns they may want to express.

• During the summer term parents are encouraged to help their children put a ‘treasure box’ together. It is used during the staggered start to support transition and to inform planning and to provide assessment.

• The children are invited to a number of visits throughout the year to their reception class.

• Members of staff from COLPAI make links to feeder settings. The number of meetings/visits will depend on the child’s needs and how much information gathering


is required in order to support the child’s transition.• Home Visits are carried out where parents and children can feel at ease in their own

home and are able chat to practitioners in a less formal way.• Guidance is given out to parents on what they can do to support their child when

starting school as well information on school routines.

From Reception Class to Key Stage 1

A transition programme helps prepare children in Reception for their move up to Key Stage 1. This includes meeting the new teachers from the year, visiting the classrooms, discussing changes as well as answering any questions they may have. Children write their own ‘All about Me’ book to their new teacher. Parents are also informed of any changes or differences through a transition booklet.

During the final term in Reception, the EYFS Profile is completed for each child. The Profile provides parents and carers, staff and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

The Profile includes on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Each child’s level of development is assessed against the early learning goals. The profile indicates whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’).

Year 1 teachers are given a copy of the Profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. This informs the dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assists with the planning of activities in Year 1.

Admissions Procedures

COLPAI Primary School uses guidelines from Islington LEA’s criteria for oversubscribed schools. In the event of there being more applications than places available, places will be allocated in the following order of priority:

i. Children in public care (looked after children)ii. Where professional evidence indicates that there are particular psychological,

medical or social needs which the local authority and Head Teacher agree can best be addressed at the school

iii. Children who will have brothers and sisters attending the school at their time of entryiv. Children living nearest the school measured by straight line route from home to the

main school gate

All application for reception is dealt with by Islington Local Education Authority. Applications are made online via Islington Council’s website: http://www.islington.gov.uk


http://www.islington.gov.uk/

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