Early Years Policy
A Unique Child - every child is a unique child who is constantly
learning and can be resilient, capable, confident and selfassured.
Positive Relationships- children learn to be strong and
independent through positive relationships.
Enabling environments- Children learn and develop well in
enabling environments, in which their experiences respond to
their individual needs and there is a strong partnership between
practitioners and parents.
Learning and Development- children develop and learn in
different ways and at different rates and all areas of learning and
development are equally important and interconnected
(EYFS Practice guidance 2012)
These overarching principles drive the delivery of good practice
within our Reception and Nursery class. This policy outlines the
purpose, nature and management of Early Years education at our
school.
Through a holistic approach to education we attempt to meet the
diverse needs of the children in our care. We aim to provide a
Curriculum that extends and supports children in their
development as rounded individuals. The whole child is
considered to be important and we recognise that social,
emotional and intellectual development is interrelated. We also
recognise that Early year’s education plays a vital role in
providing children with a firm basis for their future intellectual
growth.
Principles for Early Years education
The following principles underpin the effective delivery of the
Foundation Stage within our school:
 Effective education requires both a relevant curriculum and
practitioners who understand and are able to implement
the curriculum requirements.
 The curriculum should be carefully structured to
accommodate children at different developmental and
intellectual levels.
 Early year’s education should build upon the skills and
knowledge base that individuals bring to the classroom.
 Ongoing assessment should be used to inform an
appropriate curriculum for the extension of each child's
learning.
 Learning should be holistic and not compartmentalised
under subject headings.
 The environment should be stimulating and space and
materials need to be well organised in order to support
independent learning.
 Structured play, experimental investigation and first hand
experiences are effective learning tools.
 Practitioners need to ensure that all children feel included,
secure and valued.
 No child is excluded or disadvantaged because of ethnicity,
culture, gender or special needs.
 Parents and practitioners need to work in tandem in an
atmosphere of mutual respect within which children can
have security and confidence.
Quality of learning
Effective learning takes place where pupils:
 Feel secure, valued and confident.
 Are interested in what they are doing and are making
appropriate progress.
 Are given first hand experiences within which they can
explore and experiment.
 Enjoy their learning, which is rewarding and satisfying.
 Can learn from each other and through spontaneous
interaction with peers and adults.
 Can practice, consolidate and extend previous learning and
experiences.
 Are involved in practical activity, enquiry and purposeful
play.
 Are using the outside environment.
Quality of Teaching
Effective teaching takes place where:
 Staff have a clear understanding of how children learn.
 Staff plan, co-operate and work as a team. Activities are
purposeful and clearly planned.
 There is a balance of self-chosen, adult initiated and
directed activities.
 Staff work directly with the children.
 Children's play is supported and extended sensitively.
 There is a good use of space, materials and equipment.
 Staff are flexible and explore opportunities that occur
spontaneously.
 Staff have high expectations based on each child's ability.
 Children have access to and use of the inside and outside
environment.
The Foundation Stage
In Reception the children continue working within the foundation
stage curriculum that they have encountered in their Nursery
experiences. This prepares them for learning in Key Stage I
where they begin working within the National Curriculum.
Areas of Learning
The Foundation Stage Curriculum is organised into seven areas
of learning. “All areas of learning and development are important
and inter-connected. Three areas are particularly crucial for
igniting children’s enthusiasm for learning” (Statutory
Framework for EYFS 2012)
The three areas are:
Communication and language
This is at the cornerstone of a child’s development. A rich
language environment is crucial in developing the skills and
confidence to express themselves. Many opportunities need to be
provided to develop speaking and listening skills.
Personal and Social and Emotional Development
Critically this area concentrates on developing the whole child
and is a basis for their success in all other areas of learning.
Through a range of opportunities and adult guidance the children
develop a positive sense of self, form positive relationships with
adults and peers, learn how to manage their feelings, understand
appropriate behaviour and have confidence in their own abilities.
Physical Development
This area focuses on the child's developing gross and fine motor
skills. Opportunities need to be offered for them to be physically
active in order to develop their movement and co-ordination.
They need to understand the importance of exercise and healthy
food choices.
Four other specific areas are an arena for the three core areas to
be consolidated and applied:
Literacy
These areas encourage developing competence in speaking and
listening, and reading and writing.
Mathematics
This area focuses on learning numeracy skills through practical,
fun activities. The children develop their counting, understanding
and using numbers, simple addition and subtraction problems,
shape, space and measure and using and understanding
mathematical language.
Understanding of the World
This area focuses on child's developing knowledge and
understanding of their own environment, other cultures and
beliefs and features of the natural and man-made world. It forms
the foundation for later work in Science, Design and Technology,
History, Geography and ICT.
Expressive arts and design
This area focuses on the development of the child's imagination
and their ability to communicate and express ideas and feeling in
creative ways. It incorporates Art, Music, Dance, Design
technology and Role Play. Creativity is fundamental to successful
learning.
These areas help us to plan the learning environment, activities
and experiences and provide a framework for the early year’s
curriculum. All areas of learning are in effect in both the indoor
and outdoor areas.
Often activities in these areas overlap and the children are
enabled to develop skills across several areas of learning in a
holistic style. We endeavour to enable a range of both child
initiated and teacher directed learning opportunities. We closely
follow the EYFS guidelines in order to provide an effective and
enriching curriculum that gives each child the best opportunity
for success.
Within our school we have daily teacher directed activities in
Literacy and Numeracy. After children have completed small
tasks they engage in child initiated learning opportunities.
Play
'Purposeful play features strongly in good early year’s education.
It is not a free and totally unstructured activity. Through the
selection of materials and equipment, and the combination of
these, teachers ensure that, in their play, children encounter the
learning experiences that they intend. By this involvement,
comment and questions, teachers, nursery nurses and other
adults help children to learn from such activity." (The Excellence
of Play- Janet Moyles)
Play is an important activity that children use to make sense of
the world.
At Kibblesworth we recognise that planning learning through play
is a vital part of the early year’s curriculum. Through providing
challenging play activities, extending children's spontaneous play
and developing children's language the practitioner facilitates
learning on a number of levels. Play, both indoors and outdoors,
is an important purposeful activity:
 It provides an opportunity to develop language through
interaction with peers and adults.
 It helps the development of social and co-operative skills.
 It is a vehicle whereby children acquire ideas, concepts and
skills.
 It helps children to develop self-confidence and self
awareness.
 It allows children to learn through exploration, investigation
and first hand experience.
 It fosters creative and imaginative thinking.
 It is an enjoyable way to learn.
 It helps to encourage independent thinking.
The Diverse Needs of Children
"Practitioners should plan to meet the needs of both boys and
girls, children with special educational needs, children who are
more able, children with disabilities, children from all social,
cultural and religious backgrounds, children of different ethnic
groups including Travelers, refugees and asylum seekers and
those from diverse linguistic backgrounds."
(QCA 2000)
We aim to set realistic and challenging expectations which meet
the diverse needs of the children within our care. We have a full
awareness of equal opportunities and strive to meet the learning
needs of all children regardless of their gender, race, religion or
disability. We aim to provide a supportive environment where
each child is valued and where careful planning caters for
individual needs.
We work closely with parents and outside agencies in order to
fully support children with special educational needs. Through a
process of assessment and observation we attempt to identify
particular learning needs quickly so that effective strategies can
be developed. In this way we hope to cater for both those with
learning or behavioural difficulties and the more able child. Every
child with special educational needs has an individual education
plan that is regularly reviewed to help them make the best
possible progress.
Early Years Practitioners
'Partners in education are adults who value each other and give
time and status to the contribution that each make in the
education of the children."
('Right from the Beginning - Northern group of Advisers.)
The professional team comprises the teaching staff, the Nursery
Nurses, the Head Teacher and the teaching support staff. We
recognise that an appropriate ratio of adults to children is
necessary for good early year’s provision so we have 1 adult to
13 children in Nursery and 1 to 15 in Reception. The Nursery
Nurses work as a team with the teachers and provide support
across the curriculum. They work intensively with small groups
during both literacy and numeracy, give extra support to special
needs pupils and care for sick children. Their role is an invaluable
addition to the team.
Early years meetings are held to provide the opportunity to
establish agreed frameworks and common approaches across the
classes. This enables us to:
Plan a common curriculum.
Organise the learning environment.
Monitor and assess children's learning.
Record and discuss observations and assessment.
Communicate with all involved.
Act upon the knowledge.
-
Parents As Partners
"Parents have a crucial role in ensuring that their child succeeds
within the education process.
("Starting Out Project- Sheila Wolfendale)
We value the role parents have already played in the early
education of their children and recognise the importance of their
ongoing involvement in the learning process. We feel that
effective partnerships between home and school are of value to
the children, parents and the early year’s staff. We foster this
partnership by:
 Gaining information from parents about the circumstances,
interests, skills and needs their children have on entry to
school.
 By addressing parental concerns about aspects of their
child's development/behaviour.
 By making parents feel welcome in school through our open
door policy where any aspect of their child's life at school
can be discussed.
 By keeping parents informed of their child's progress
through regular report writing and open days.
 Through involvement in home reading. Parents and
teachers communicate through the reading record book.
 Through printed information sent home. This includes
information brochures as well as regular newsletters.
 Through regular coffee mornings and school concerts.
 By using the skills of our parents to enhance the curriculum
i.e. Visits from fire -fighters, nurses, authors.
Liaison with Other Early Years Settings
We are aware that starting school is a very important time for
children and their families. To make the transition as smooth and
relaxed as possible we maintain links with many of the early
year’s settings that feed into our school. We use the records sent
from nurseries and playgroups to inform us of children's previous
experiences, social and behavioural needs and acquisition of the
ELG's. We also liaise with the settings to get more detailed
profiles of children with special educational needs.
New Admissions
Both the provision offered prior to admission and the induction
procedure, are very important to child, parent and staff. Starting
school is a critical stage in a child's life and we aim to make the
transition from nursery/home as easy as possible:
 At the end of the spring term a personal letter is sent to
parents informing that their child has a place at the school.
 New parents are issued a booklet outlining details about the
school, for example school times, uniform requirements
etc.
 In the summer term parents are invited to a coffee morning
where they meet the teachers and the head-teacher for an
informal chat about the school. Any queries can be raised
and answered during this meeting. Parents who are unable
to attend the meeting can be offered a visit to meet the
class teacher.
 Once the class lists are drawn up, the parents and the
children are invited back to school for two afternoons. This
provides a valuable opportunity for the children to meet
their new teacher, the staff and their classmates.
Re-written September 2015
Next review August 2016
(See separate policies on Assessment, Outdoor Play. Transition
and Risk Assessment for extra information)