SAINT ELIZABETH'S SCHOOL POLICY STATEMENT FOR FOUNDATION
STAGE
Documentation
This policy has been written by the Foundation Stage Co-ordinator after consultation
with and the agreement of the Foundation Stage team and the whole school staff, to
meet the requirements outlined in the Curriculum Guidance for the Foundation Stage
(DCSF/QCA) and with reference to the Here I Am programme for Catholic Schools.
Introduction
"For young children, purposeful play is an essential and rich part of the learning
process. Play is a powerful motivator, encouraging children to be creative and to
develop their ideas, understanding and language" DFES Starting with Quality (The
Rumbold Report) HMSO 1993. Children learn through play and most of the children's
learning in the Early Years is achieved through play. The Foundation Stage Dept.
offers an integrated approach, which means that many learning experiences are
taking place at the same time in many different ways. We aim to fulfill our Mission
Statement by the provision of a rich and varied curriculum to equip the children for
future learning and life.”
General Aims
 to provide a stimulating, exciting, challenging environment where the children
are encouraged to develop a positive attitude towards learning.
 to create a stable environment where the children are able to make
appropriate/good relationships with each other and adults.
 to encourage them to be aware of the needs of others and to develop an
understanding and respect for all people regardless of ability, race, gender
culture or religion fostering an appreciation of all that is valuable in human life.
 to foster and encourage a positive image of self in each child leading to
increasing independence and autonomy.
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to help each child reach his/her full potential in all areas of development and
learning: - personal, emotional and social, religious and spiritual, communication,
language and literacy, mathematical development, knowledge and understanding
of the world, physical and creative.
to encourage and develop a sense of partnership between home and school.
Objectives
Personal, Social and Emotional Development
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to develop independence and confidence
to develop skills to enable then to relate to children and adults in a variety of
situations
to play purposefully alone and cooperatively with a group
to develop lively inquiring minds able to select an activity and pursue it to a
satisfactory conclusion.
Religious/Spiritual Development
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to
to
to
to
to
to
be aware of the needs of others; sharing and taking turns
develop an understanding of what is right and what is wrong
develop a respect for all people as equals
respect all living things and care for environment
share in relevant cultural and religious events
experience a sense of joy and wonder in the world.
Objectives
Communication, Language and Literacy
Speaking and Listening
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to provide opportunities for children to communicate thoughts and feelings
to develop and encourage the ability to listen attentively
to encourage the children to develop their language skills and to use language
for a variety of purpose
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Reading
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to encourage the children to use and enjoy books and stories
to understand that words and pictures convey ideas and in English print is read
from Left to Right, Top to Bottom (being aware of children for which English
is an additional language
to begin to understand/recognise familiar words/key words
to recognise letters by shape and sound
Writing
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to develop skills with mark making equipment
to write their own name and make representational drawings
to begin to show awareness of a wider vocabulary and begin to write simple
words /phrases
Mathematical Development
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to encourage use of mathematical language e.g. circle, in front of, bigger than,
to describe shape position, size and quantity
to begin to use mathematical understanding to solve problems
to be familiar with number rhymes and counting games etc
to develop skills of observation, comparison and discrimination, recognizing
shapes, colours etc
to recognise and use numbers to 10 and beyond
to begin to show awareness of number operations - addition and subtraction.
Objectives
Knowledge and Understanding of the World
Science
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to encourage the children to explore, experiment, investigate and recognise
living things, objects and happenings in the natural and man-made world
to encourage the children to look at similarities/differences, pattern and
change in the environment
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to discuss, describe, question and record their findings about why things
happen and how things work.
Design/Technology
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to experience using a wide variety of tools/toys & equipment, to develop skills
such as cutting, joining, folding and building
to use their developing skills appropriately to plan and build using a variety of
resources.
Geography
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to develop an awareness of where they live and where other people live
to begin to be aware of different localities/environment and their different
uses, and discuss likes/dislikes
to begin to understand the need to take care of the environment.
History
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to encourage the children to be aware of events and happenings in their lives
to celebrate special events - birthdays, baptism etc
to develop a sense of time - days of the week, months of the year etc
I.C.T
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to encourage the children to find out and identify uses of technology, videos,
tape recorders calculators and computers and use I.C.T to support their
learning in all areas.
Physical Development
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to develop control, balance, co-ordination and confidence using a variety of
small and large equipment
to travel around, under, over and through balancing and climbing equipment
to develop an awareness of themselves, of space and others
to recognise the importance of being healthy and that change happen when
they are active
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to encourage the ability to manipulate small toys and tools with increasing
control.
Creative Development
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to explore, investigate, use a wide variety of sounds, colours, textures, shapes
and forms in two or three dimensions
to use a wide variety of tools, materials & instruments to express ideas and
communicate feelings
to encourage the children to express and communicate their ideas, thoughts
and feelings through art, music, dance, stories and imaginative play to show an
increasing ability to use their imagination, to listen, observe and communicate.
to respond in a variety of ways to what they see, hear, smell, touch and feel
Foundation Stage Statutory/Non Statutory Guidelines
In the curriculum Guidance for the Foundation Stage (DCSF/QCA) and with
reference to the "Here I am" programme for Catholic Schools.
Planning for Continuity and Progression
A wide variety of activities is carefully planned so that all areas of development and
learning are catered for. At St Mary's the Foundation Stage. curriculum will be
delivered using a 2 year topic cycle regularly reviewed to ensure progression into the
National Curriculum/QCA topics in KS1 /KS2
A broad, balanced, differentiated range of activities and resources (indoor and
outdoor) are provided and repeated at regular intervals giving opportunities for each
child to develop appropriate skills, concepts attitudes and knowledge. Staff play an
important and vital part within the Foundation Stage environment, they are
constantly encouraging the children to develop their full potential in all areas of
learning.
The fundamental role of the parent/carer as the primary educator is acknowledged
and a partnership is encouraged to support the child's learning and development.
Special Needs
We accept the uniqueness of all children and endeavour to give equal value to each
one. We recognise the need to differentiate the curriculum so that all children
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experience success and develop to their full potential. (For specific details see Code
of Practice/SEN Policy
Equal Opportunities
We aim to provide a broad, balanced, child-centred curriculum for all children
regardless of ability, race, religion, culture or gender.
Health and Safety
All activities are carefully planned and carried out to comply with current guidelines.
Resources
To be located within the classroom store cupboard, outdoor storage area, Art
cupboard and area between Iona and Durham classes.
Assessment and Record Keeping
Assessment will aim to monitor and record the progress of each child so that
appropriate learning experiences can be provided. Samples and photographs will be
collated where appropriate. Baseline Assessment will be undertaken as per LEA
Guidelines and results used to inform planning. Parents will be informed regularly of
their child’s progress /areas for development.
Role of Headteacher, SMT and Co-ordinator
The Headteacher and SMT monitor the Foundation Stage curriculum through the
planning documents submitted each half term/term.
The Co-ordinator co-ordinates the writing of schemes of work, half termly plans and
weekly plans. She updates and co-ordinates resources and liaises with all team
members.
Date of Policy
December 2007
Date of Review
December 2009
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