That children access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life
Quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind
A close working partnership between staff and parents and/or carers
Every child is included and supported through equality of opportunity and anti-discriminatory practice

As children move through our Foundation Stage we aim to help foster a love of learning and ensure a secure foundation of key skills to enable them to become self-motivated, co-operative, life-long learners.

We ensure that pupils are supported and challenged in all areas of the EYFS curriculum and are enabled to fully develop the ‘characteristics of effective learning’:

Playing and Exploring – investigating and experiencing things, and ‘having a go’
Learning Actively – concentrating and keeping on trying if they encounter difficulties, and enjoying achievements
Thinking Critically – having and developing their own ideas, making links between ideas, and developing strategies for doing things.

Legislation

This policy is based on requirements set out in the statutory framework for the Early Years Foundation Stage (EYFS) that applies from September 2021.

This document also complies with our funding agreement and articles of association.

Co-op Values

Co-op Academy Beckfield is part of the Co-op Academies Trust. The Co-op was founded on a set of values describing a different, fairer and better way of doing things. We demonstrate our commitment to these values in everything we do:

Equality
Equity
Solidarity
Honesty
Openness
Caring for others
Self help
Self-responsibility
Social responsibility
Democracy

Introduction

The Early Years Foundation Stage (EYFS) covers the time from when a child is born to the end of the year in which the child is five. At Co-op Academy Beckfield the EYFS consists of Nursery and Reception.

The EYFS is important in its own right and we recognise it as a crucial stage in education, preparing children with the basic skills that they will need for their later school years.

Nursery hours and fees

Children can join our Nursery at the beginning of the term after their 3rd birthday. All 3 to 4-year-olds in England can get 570 free hours per year. We offer 15 hours a week for 38 weeks of the year. Parents/carers can choose between 2 sessions throughout the week: Mon, Tues, Wed AM or Wed PM, Thursday and Friday. We offer 30 hours of free childcare per week for 38 weeks of the year (during school term time) for children who are eligible. Parents can find out more information about 30 hours free childcare using this link https://www.gov.uk/30-hours-free-childcare?step-by-step-nav=f517cd57-3c18-4bb9-aa8b-1b907e279bf9

In addition, for children who are not eligible for 30 hours per week of free childcare, the school offers extra provision (up to 15 additional hours) at an agreed cost for parents and carers.

The following principles apply:

All children aged 3 or 4 are currently entitled to access 15 hours of Nursery provision each week without charge – this may be taken from the beginning of the term following their 3rd birthday.
Additional hours (up to 15 hours) can be accessed at a charge to parents or carers.
Additional hours will only be offered in blocks of 3 hours.
The cost of these sessions is reviewed regularly and may be subject to change – the school will inform parents/carers at least 6 weeks in advance of any changes to be made.
All costs must be paid for one month in advance. An invoice will be sent to the parents/carers and payment must be received within 14 days of the date of the invoice. The school has the right to withdraw additional hours if payment is not made on time.
If parents/carers wish to discontinue or amend the additional paid sessions they are required to give a minimum of one month’s notice to school.
If additional hours are agreed, parents/carers are required to sign an agreement which will detail the costs and agree to the principles stated in the policy.
Fees are still payable if the child is absent for any reason (this includes sickness).

Charges are as follows:

Half Day session (8.40am – 11.40am or 12.00pm – 3.00pm) – taken as additional hours	£12.00
Full Day (8.40am – 3.00pm) – taken as additional hours	£24.00
Weekly charge for full 15 hours of additional provision	£60.00

Refer to Beckfield Charging and Remissions policy for further information.

Our Curriculum

Our early years setting follows the curriculum as outlined in the latest version of the EYFS statutory framework that applies from September 2021.

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas (known as the prime areas) are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas are:

· Communication and language

· Physical development

· Personal, social and emotional development

The prime areas are strengthened and applied through 4 specific areas:

· Literacy

· Mathematics

· Understanding the world

· Expressive arts and design

The curriculum in the EYFS is outlined in the document Statutory Framework for the Early Years Foundation Stage, written by the department for Education. This is available to download here.

This document outlines what should be taught within the EYFS.

The early years curriculum highlights how children learn, as well as what they will learn. Our curriculum allows children the opportunity to develop their own play and independent exploration which is enjoyable and motivating. We have carefully planned a series of topics (with identified key knowledge) that follow on in sequence to build and scaffold the children’s learning over the year.

We know that language is the foundation of children’s thinking and learning. Our curriculum builds on early language and communication throughout the year. We have identified key vocabulary for the adults to model through activities to promote acquisition of language which is essential to unlock future learning.

During the school day, children have lots of time to access the provision alongside participating in whole class, small group and adult led activities. The areas, both indoor and outdoor, have been carefully set up to expose the children to curriculum-based activities aimed at developing children’s knowledge and skills. With the range of ages in the setting, we are mindful of the need to ensure all children are appropriately challenged and supported. Within each area of provision, the children will have access to open-ended activities that promote curiosity, awe and wonder. Running alongside continuous provision, children will be exposed to direct teaching and adult led activities to ensure learning is nurtured. We work in this way because research shows us that high level involvement occurs in child initiated activity. When children show high levels of involvement, that is when there is progress and development occurring – when the brain is at its most active. High level involvement occurs most often when children are able to pursue their own interests in an enabling environment, supported by skilful staff.

As we scaffold our children’s learning, we also structure our timetable across the year to teach the children independence. Carpet inputs start off short but will increase in time and group sizes throughout the year to prepare the children for year 1.

Children in nursery have two ten minute sessions of structured phonics per week (if 15 hours) to develop their early phonics and listening skills. They will also have two short maths sessions per week, which include singing number nursery rhymes. We recognise the importance of early reading so the children will have 2 story sessions per day, every day they attend, to promote the love for reading.

In Reception, phonics (RWInc) and maths (White Rose) is taught daily in structured lessons.

Teaching Maths

Reception follows the White Rose Maths scheme of work which supports staff in delivering a curriculum that embeds mathematical thinking and language. The scheme builds on prior learning and allows for key mathematical concepts to be revisited and developed further across the year. The scheme is divided into 3 weekly stages which also provides opportunities to develop understanding of shape, measure and spatial thinking. Alongside the White Rose Maths, we understand the need for a high quality environment which enables effective interactions with both adults and peers. We provide a rich environment with opportunities to explore and further children’s mathematical knowledge while engaging in the provision. Our staff are aware of the current topics being taught and provide quality interactions based on each child’s need.

In Nursery, children develop their mathematical knowledge in many different ways:

Number songs and rhymes
Stories/non fiction books about number
Provision e.g. matching templates, places objects on 5 frames and 10 frames.
Tidy up time offers a wide range of possibilities for children to use their mathematical knowledge in a meaningful way e.g. how many more do you need to make 5? How many are missing?
Interactions with adults who model correct mathematical language and questioning.
Open-ended resources encourage children to count, sort and order.
More formal group sessions happen daily.
Maths games

We use maths mastery ideas in daily activities, such as visual representations of the number of children in each day, weather each morning, ten frames and shadowing in all areas of provision and paying for snacks in Reception.

In all areas of provision there are opportunities for mathematical learning and all staff in EY are made aware of these opportunities to ensure the embedding of key skills.

Teaching Phonics

As a school we follow Read, Write Inc. This provides a consistent, well-sequenced phonics curriculum. Children in Reception will have a structured phonics session each morning which will teach new sounds, blending for reading, segmenting for writing and comprehension. Each week in Reception, children will have regular opportunities to read with an adult to further support key reading skills and comprehension. Children are encouraged to practise what they have learnt in formal sessions while they are in free-flow.

In Nursery, reading is also a priority and we strive to ensure that all children get the reading habit while they are young. Children have lots of opportunities to build their listening and attention skills in small group lessons. In Summer 1, in preparation for transition to Reception, we use the Nursery Read Write Inc scheme. This ensures consistency across early years. Stories and nursery rhymes are carefully chosen and sequenced, enhancing vocabulary and increasing levels of engagement.

All children in EY will have stories read to them each day, where reading and comprehension skills are further developed and secured. It is really important to us that adults model their love of books and reading. Children will have access to fiction and non-fiction books in all areas of the provision, which they will be encouraged to engage with throughout the day, promoting the love for reading.

Teaching Writing

In Reception, writing is taught in structured phonics lessons in the morning. Children have opportunities to independently practise what they have learnt in structured phonics sessions, embedding their learning in a meaningful way.

Throughout the day, staff encourage and support children in their writing based around their own interests. Mark making opportunities are readily available in the setting. Key words and sounds are displayed around the classroom to support writing for a purpose.

In Autumn 2, children are encouraged to create and write ‘helicopter stories’ which are scribed by adults. Staff model writing to children across EY to encourage a love of writing and model key writing skills. Across the Reception year, children are encouraged to write their own stories. At first, children write their name, followed by some initial sounds, CVC words and finally sentences. The children also write factual books about the animals or characters they have been interested in.

Provision, both indoors and outdoors, is set up to support the development of key muscles needed for writing. Outdoors there is a focus on gross motor skills; children have a digging area, sand pit, large construction and many pieces of physical equipment to support muscle development and core strength. Indoors there is more focus on fine motor skills. Cutting, threading, mark making and opportunities to use a range of tools all support children’s fine motor skills which impacts positively on pencil control.

Our Environments

The environment in Foundation Stage supports children to be fully engaged in purposeful play of their own choice and topic based activities. Both the outdoor and indoor areas allow for learning in all areas of development. The two areas are different and distinctive but complement each other. One classroom provides space for children to be calm and quiet, whilst the other has a greater focus on creative development. Throughout the indoor area, children are able to pursue activities which require small equipment and use resources that will not survive the outdoor elements.

The children choose where to go and what to do for the majority of the day – they initiate their own learning and engage in adult-led tasks. In most areas, the resources are available and accessible to the children at all times. The areas are well resourced, allowing children to be independent in their play. It is vital that the areas are kept tidy and clearly labelled (with pictures, words and sentences) or shadowed and arranged to allow optimum access. The tables and carpet areas are free of equipment but the resources are available next to these areas. An area may have an interesting object, role play opportunity or provocation introduced in order to provide an opportunity to develop children’s experiences and enrich vocabulary.

We constantly review and reflect on the environment to see which areas are proving enticing and productive, and which need altering. For example, although we have opportunities for mixing sand and water outside, we want the indoor sand to be dry to offer different opportunities.

Children experience maths in all areas of both the indoor and outdoor classroom and we ensure that there is equipment (including five and ten frames) in all areas to facilitate this. Because the children select and access resources themselves, they know where they are from and they know where to put them back. Tidy up visual reminders support this.

We ensure that our book areas are as inviting as possible. We have a cosy seating area with puppets and props to make the experience engaging. Relevant books are provided in areas of provision – craft books in the creative area, cookery books in the role play, construction and reference books in the small world area.

The role of Adults

The most valuable resource in any setting is the group of adults. The adults are there to teach, they do this through observing and interacting. We ensure that our adults receive appropriate professional development so that they understand how children learn and develop. All staff know the children in their key worker groups and can spot a ‘teachable moment’ while the children are engaged. This ensures that the adults enhance and extend the learning at the appropriate level for each unique child. Generally, the adults go to the children but we do have adult-led activities for the children to engage with based on our topics. The adults observe the children carefully, join them when appropriate, and engage in quality interactions (teaching) to move the learning on. They “teach” through modelling, suggesting, questioning, using new vocabulary or resources and explaining. In this way, if a child encounters a challenge, then they will not give up. Rather, they will be supported to persevere, overcome the challenge and move forward in their learning. Staff are very mindful of the Characteristics of Effective learning and how they can impact on children’s attitudes to learning for now and in the future.

The adults are key in creating the emotional environment that supports children to feel confident and independent, ready to try new things in the knowledge that the adults will help them if necessary, without taking over.

Inclusion

Our school ethos, as well as that of the EYFS, embraces and promotes inclusion. We celebrate the differences of our children, families, staff, local communities and the wider world.

These differences include, but are not limited to the protected characteristics (gender, pregnancy and maternity, ethnicity, culture, age, disability, sexual orientation, gender identity, religion or belief, marital and civil partnership status), as well as education and learning styles.

We recognise and respect the abilities and strengths of our children at all levels of development and the wealth of knowledge and experience that they bring from their differing backgrounds and cultures.

We actively challenge gender stereotyping and discriminatory attitudes, remarks or behaviour.

We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences when planning for their learning. We set realistic and challenging expectations that meet the needs of individual children, so that children are able to reach their full potential.

As part of our commitment to inclusion we provide:

A wide range of opportunities to motivate and support children and to help them to learn effectively
A safe and supportive learning environment in which the contribution of all children is valued
Resources which reflect diversity and are free from discrimination and stereotyping
Challenging activities for all children

We adhere to the Equal Opportunity and Inclusion policies of the school.

SEND

We closely monitor the progress and development of all children, providing support when necessary. Where a specific need is identified, we liaise with parents and the Special Educational Needs Co-ordinator and seek support from outside agencies. For a child with SEND, it may be deemed appropriate to measure their progress and attainment against the SENIT Developmental Journal and use this to inform their next steps.

Please see the SEND Policy for more details.

Speech and language interventions

In nursery and reception, we use the CSLT screening tool in order to support the early identification of children who need help with communication. This ensures that each individual child’s needs will be met. For some children, this might require a referral to the speech and language service.

Moderation and assessment

We recognise the importance of moderation, ensuring that assessments and judgments are accurate and valid. To this end, we carry out the following:

Regular meetings to discuss observations and judgments
Effective use of the exemplification materials (when they become available)
Attendance at whole school moderation meetings
Attendance at LEA/Trust wide moderation meetings
Shared observations within the setting
Shared observations with Reception/Year 1 teachers

At Co op Academy Beckfield, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify what they can and can't do, their interests and their learning styles. These observations are used to shape future planning and are the basis for discussions with parents. Staff regularly upload pictures and a written account of progress to Class Dojo every half term. Parents also contribute their child’s profile. Children are encouraged to reflect on their learning, supporting children’s long term memory and acquisition of knowledge.

Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).

At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:

· Meeting expected levels of development

· Not yet reaching expected levels (‘emerging’)

The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child.

The profile is moderated internally (referring to the Development Matters guidance) and in partnership with other local and trust schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the trust on a termly basis and to the local authority at the end of the reception year.

As part of staff continuing professional development, we hold half termly moderation meetings and termly pupil progress meetings. This ensures that observations are levelled accurately in line with the document Development matters in the EYFS. This document can be downloaded at

https://www.gov.uk/government/publications/development-matters--2

Personal, social and emotional development/Behaviour

Children’s personal, social and emotional development (PSED) is crucial in order for children to lead healthy and happy lives. It is fundamental to how children learn. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children are supported to manage their emotions and develop their self esteem. They are encouraged to persevere and have the confidence to attempt a challenge. We provide a safe environment where children are happy to have a go and gain a positive attitude to learning. Children are supported to make good friendships, co-operate and resolve conflicts. These skills and attributes will support learning in all areas and as they transition into KS1.

PSED is supported in the following ways:

Adults modelling positive interactions
Children are supported to express their emotions and they are explicitly taught vocabulary used to describe feelings. Emojis and makaton signs are used to support this.
Turn taking games e.g. parachute games, lycra games, lotto games.
Circle time - including use of puppets to develop children’s ability to empathise.
Use of stories e.g. emotion books, Avocado Baby, We’re going on a bear hunt.
There is a clear daily routine and consistent expectations of behaviour. Visual timetables and picture prompts support children at transition times.
When a child is finding it difficult to self-regulate, co-regulation is used to provide the support children need to understand and express their thoughts, feelings, and behaviours.
Children have lots of opportunities to think for themselves, make choices and decide upon a plan of action.
Adults recognise what children are interested in and respond in a variety of ways to motivate the children further.

Characteristics of effective learning

We reflect on the different rates at which children are developing and adjust our practice when needed. We want our children to have positive attitudes to learning new things. Three characteristics of effective teaching and learning are:

playing and exploring – children investigate and experience things,

and ‘have a go’

active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
creating and thinking critically – children have and develop their own

ideas, make links between ideas, and develop strategies for doing things

Adults have an essential role in supporting children’s behaviour. They are there to teach and guide children in their daily interactions with their peers to ensure they become well rounded individuals. We follow the school’s behaviour policy but acknowledge children’s individual needs and support them age appropriately.

Please see the school’s behaviour policy for further information.

Partnerships with parents and/or carers

We believe that children’s families are their first educators and we work hard to ensure that parents/carers are involved in their child’s journey through the EYFS. Parents/carers are welcomed to a range of activities throughout the year. They can support us on a school visit, attend stay and plays, come to performances and enjoy sports days. They can also access Class Dojo, commenting on observations and adding special events and moments from their home life.

Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents/carers in guiding their child’s development at home. The key person also helps families to engage with more specialist support, if appropriate.

In Nursery we offer an open door policy where parents/carers can help settle their child and have time to talk to the class teacher about their child’s needs, learning and next steps. In Reception, the class teacher welcomes parents, giving them an opportunity to talk about their child’s needs and learning. Both classes have parents’ evenings in the first and second term; in the third term parents receive an end of year report for their child. An opportunity is given to those parents who wish to discuss the report further.

If teachers are concerned about any child’s progress and/or attainment this is discussed with the child’s parents/carers in addition to contacting any relevant specialist support.

Transition

We recognise that starting school and transitioning to new classes has the potential to be a stressful time for both children and parents/carers. To this end, we have established a strong procedure for transitions to ensure that our children and parents are as confident and secure as they can be when facing transitions.

Before entry to nursery, we begin developing strong partnerships with our children and families. This begins with the class teacher making an initial home visit to meet the children in their own setting engaging with their own resources, discussing with family their individual needs. Children and parents are then invited into school to meet the rest of the Early Years team, to engage in activities in the classroom and ask any questions they may have.

Prior to starting Reception, children who have not attended our nursery and are new to the school are offered the same visits style of visit as nursery children. All parents/carers are invited to a meeting in the summer term. This is to provide them with key information, school expectations, knowledge of our curriculum and assessment and advice on how they can help their child.

For Nursery children, the transition into Reception is supported throughout the year by having shared areas and daily interactions with Reception staff. Both classes have a transition day where they go to their new classes to meet their teacher and see their classroom. Children who do not attend our Nursery but are joining our Reception, will be invited into school to meet with the class teacher and look around the classroom. The new children will be invited in for transition day to meet their peers and start to build relationships with the staff.

At the end of each school year, transition meetings are held in order to share important information about each child.

Children in both nursery and reception make use of whole school facilities, such as the hall, playgrounds and the playing field. This ensures that children are confident and well prepared for moving around the school and for mixing with older children.

Safeguarding and welfare

Every child deserves the best possible start in life and the support that enables them to fulfil 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.

The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

Statutory framework for the early years foundation stage. September 2021

It is important to us that all children in our Foundation Stage feel safe and are safe. Procedures and routines are in place to ensure that children are safe in our setting. We aim to educate children about boundaries, rules and limits to help them develop their personal and social skills. We have high expectations of behaviour so that children can play and work in harmony with their peers and adults. Children are encouraged to assess their own risks whenever possible and they are taught how to recognise and avoid hazards.

Inline with the Statutory Framework for Early Years Foundation Stage (September 2021), we ensure that the Early Years Welfare Requirements are met through our systems, routines, policies and procedures. We conduct a half termly audit to check that the following aspects are effective:

Comply with statutory requirements for staff:child ratios. (These ratios increase when on school outings).
Promote the welfare and safeguarding of children
Promote a healthy lifestyle, preventing the spread of infection and taking appropriate action when children are ill. Fresh drinking water is available at all times.
Communicate effectively to all staff about children with medical needs, allergies and special dietary requirements
Administer medication in line with whole school policies and procedures
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
Ensure that an appropriate number of staff have had pediatric first aid training. A first aid box is accessible at all times, along with a qualified first aider. This applies to school visits including the adult accompanying the children on the minibus. A written record is made of accidents and treatment given.
Assign each child a key person to ensure that individual needs are met and strong relationships are developed with the child and the family
Carry out and review risk assessments which are communicated to all staff
Provide information for parents about the early years through sharing the policy.
Educate children and parents about how to keep safe online
Educate children and parents about the importance of oral hygiene
Put in place fire evacuation procedures, which are displayed in each classroom. Egress plans are in place for key children and regularly reviewed. Similarly, plans are in place for lockdown.
Put in place procedures for invacuation.

In the Foundation stage we adhere to the school policies regarding safeguarding and welfare. Please refer to the following documents:

The Safeguarding and Child Protection Policy
Co-op Academies Trust Equality, Diversity and Inclusion Policy
Co-op Academies Trust Staff Conduct Policy
Co-op Academies Trust Staffing and Recruitment Policy
Health and safety Policy
First Aid Policy
Behaviour policy
Data Protection Policy
Complaints policy
The Prevent Duty
Keeping children Safe in Education
Intimate care policy
Co-op Academies Trust Whistleblowing Policy
Co-op Academies Trust Allegations of abuse against staff
Attendance policy

Monitoring and review

This policy will be reviewed and approved by SLT and the AGC every year.

Co-op Academy Beckfield

Beckfield EYFS policy_

Contents

Aims

This policy aims to ensure: