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Early Years Foundation Stage (EYFS)

‘Every child deserves the best possible start in life and support to fulfill their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right and it provides the foundation for children to make the most of their abilities and talents as they grow up.’

Early Years Foundation Stage Profile - Department for Children, Schools and Families 2012

The Early Years Foundation Stage applies to children from birth to the end of the reception year. At Wroughton Primary Federation children are admitted to reception in the September following their fourth birthday.

Early childhood is the foundation on which children build the rest of their lives. At Wroughton Primary Federation we greatly value the importance that the EYFS plays in laying secure foundations for future learning and development.

However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education.

Aims & Objectives

We aim to support all children to become independent and collaborative learners. We will provide a broad and balanced curriculum that will enable each child to develop personally, socially, emotionally, spiritually, physically, creatively and intellectually to their full potential.

At Wroughton Primary Federation , we will:

  • Provide a happy, safe, stimulating and challenging programme of learning and development for the children to experience as they begin their journey through school.
  • Provide a broad, balanced, relevant and creative curriculum that will set in place firm foundations for further learning and development in Key Stage 1 and beyond and enable choice and decision making, fostering independence and self-confidence.
  • Use and value what each child can do, assessing their individual needs and helping each child to progress.
  • Develop excellent relationships with parents and carers to build a strong partnership in supporting their children.
  • Provide a caring and inclusive learning environment, which is sensitive to the requirements of the individual child including those who have additional needs.

The early-years education we offer our children is based on the following principles:

  • It builds on what our children already know and can do;
  • It ensures that no child is excluded or disadvantaged;
  • It offers a structure for learning that has a range of starting points, content that matches the needs of young children, and activities that provide opportunities for learning both indoors and outdoors;
  • It provides a rich and stimulating environment;
  • It acknowledges the importance of a full working partnership with parents and carers.

The Early Years Foundation Stage is based on four themes:

  • A Unique Child
  • Positive Relationships
  • Enabling Environments
  • Learning and Development

A Unique Child

At Wroughton Primary Federation we 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 and rewards, to encourage children to develop a positive attitude to learning.

Inclusion - We value the diversity of individuals within the school and believe that every child matters. All children at Wroughton Primary Federation are treated fairly regardless of race, gender, religion or abilities. All families are valued within our school.

We give our children every opportunity to achieve their personal best and planning is adapted to meet the needs of all groups and abilities. We do this by taking account of our children’s range of life experiences when we are planning for their learning.

At the Foundation Stage we set realistic and challenging expectations keyed to the needs of our children, so that most achieve the Early Learning Goals by the end of the stage. We do this 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 learn effectively;
  • Offering a safe and supportive learning environment in which the contribution of all children is valued;
  • Employing resources which reflect diversity and are free from discrimination and stereotyping;
  • Planning challenging activities to meet the needs of both boys and girls, of children with special educational needs, of children who are more able, of children with disabilities, of children from all social and cultural backgrounds, of children from different ethnic groups, and of those from diverse linguistic backgrounds;
  • Monitoring children’s progress and taking action to provide support as necessary (such as referrals to speech therapy) as necessary.
  • Working closely with parents, carers and other outside agencies to ensure all children’s needs are met and we enable them to access the curriculum and make good progress.
“When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.”

EYFS POLICY

Home Visits Leaflet for Parents 2018-20