EYFS Policy

Policy Statement 

Minerva Primary School is dedicated to providing the best possible care and education. We aim to provide an outstanding education for every child. Our expectation is that all staff and pupils work to meet the highest standards they are able.  We believe that every child is a special unique individual who is capable of extraordinary things.  We constantly challenge pupils and staff to do what they think they can’t, and to persist and persevere when things are hard, and to be their best. We employ outstanding individuals and educate our pupils to become outstanding individuals.  

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of their Reception year. Children may start at Minerva Nursery from the age of two; they join Reception class the September following their fourth birthday. In partnership with parents and carers we enable children to begin the process of becoming active learners for life. The EYFS provides a framework which aims to deliver consistent and high-quality environments for all children in early years settings, recognising the importance of this period in a child’s life.   

Reference to other relevant policies

This policy should be read in conjunction with: 

• Child Protection and Safeguarding Policy 

• Health and Safety Policy 

• Medical Administration Policy 

• Complaints Policy 

• Intimate Care Policy 

• Nursery Fees Policy  

Legislation or non-statutory guidance 

This policy is based on requirements set out in the 2017 statutory framework for the Early Years Foundation Stage (EYFS).   

Early Years Foundation Stage Statutory Framework  

The Early Years Foundation Stage sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries, nursery classes and school reception classes.   

Within the EYFS Framework, teachers within this school provide continuous provision and planned activities based on a child’s interests and make assessment judgements based on the seven areas of learning: 3 Prime Areas and 4 Specific Areas.   

Prime Areas 

• Communication and Language  

• Physical Development  

• Personal, Social and Emotional Development  

Specific Areas 

• Literacy  

• Mathematics  

• Understanding the World  

• Expressive Arts and Design  

Principles

• Children access a broad and balanced curriculum through a play-based approach and a mixture of adult-led and child-initiated activities, giving children a broad range of knowledge and skills that are 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.  

• Close partnership working between practitioners and with parents and/or carers.  

• Every child is included and supported through equality of opportunity and anti-discriminatory practice.  

Curriculum 

The Nursery and Reception follow the curriculum as outlined in the 2017 Early Years Foundation Stage (EYFS) document, which clearly defines what is taught. This policy details the specifics of our teaching across the Early Years Foundation Stage. 

The EYFS is based upon four principles:   

A unique child – developing resilient, capable, confident and self-assured individuals.    

We recognise that children are competent and resilient learners and provide opportunities for children to explore boundaries and make choices within a stimulating and safe environment. We know that children develop in individual ways and at varying rates. Children’s attitudes and dispositions to learning are influenced by their school and home environments and we begin to build links with the families. Children are encouraged to be skilful communicators through using a range of strategies and children are listened to and their opinions valued. Children are observed and their next steps identified so that their learning is unique to them and meets their identified needs.  

Positive relationships – supporting the children in becoming strong and independent.    

We recognise that positive relationships between children and teachers and parents enable children to learn more quickly. Parents are encouraged to support their children’s learning through the use of an online observation and assessment tool and through conversations on a regular basis about how they can support learning at home.   

Children are encouraged to respect each other and to make friendships. 

Enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between practitioners, parents/carers and the child.    

We recognise that the environment plays a key role in supporting and extending children’s development. The role of both the indoor and outdoor environment in learning/organisation of learning provides opportunities for child-initiated activities. These activities reflect the theme/story/interest so that they can develop gross motor skills, social skills and cover all seven areas of learning.  All of our learning environments are organised to allow children to explore, play and learn safely and securely. A variety of zoned areas provide children with opportunities to be active, to be quiet and to rest. 

Learning and developing – an acknowledgement that children learn in different ways and at different rates.  

We provide stimulating resources which are accessible and open-ended so they can be used, moved and combined in a variety of ways. Through observations we assess the children’s interests, stages of development and learning needs. Then through continuous provision, planning and providing challenging and achievable activities and experiences we extend their learning. Zoned learning areas provide children opportunities to independently resource so that they can personalise their own learning, make decisions and contextualise their learning. 

Teaching  

Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.  

As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities to help children prepare for more formal learning, ready for year 1.   

We support children in using the three Characteristics of Effective teaching and Learning (COEL). These 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.  

(As defined by EYFS.)  

Assessment  

Ongoing assessment in this school is an integral part of the learning and development processes. Members of staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Practitioners also take into account observations shared by parents and/or carers. These observations are recorded using an online learning journey programme.   

When a child is aged between 2 and 3, practitioners review their progress and provide parents and/or carers with a written summary of the child’s development in the 3 prime areas. This ‘progress check’ highlights the areas in which a child is progressing well and the areas in which additional support is needed.  

At the end of the EYFS, members of 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  

• Exceeding expected levels or,   

• Not yet reaching expected levels (‘emerging’)  

The profile reflects ongoing observations and discussions with parents and/or carers. The results of the profile are then shared with parents and/or carers. 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 of special needs is crucial to enable staff to support the development of each child. Concerns are always discussed with parents/carers at an early stage.  

Working with parents

We recognise that children learn and develop well when there is a strong partnership between practitioners and parents and/or carers.  

Parents and/or carers are kept up to date with their child’s progress and development. The progress check at age two and a half and the EYFS profile helps to provide parents and/or carers with a well-rounded picture of their child’s knowledge, understanding and abilities.  

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

We recognise the important role parents play in educating their children. We do this by:  

• talking to parents about their child before their child starts our school;  

• inviting the children to spend time, two afternoons, with their teacher in the classroom before starting at school;   

• inviting all parents to an induction meeting during the term before their child starts school  

• encouraging parents to attend consultation meetings in the first two terms to discuss their child’s progress;  

• providing parents with a written report on their child’s attainment and progress at the end of each school year;  

• encouraging parents to contribute observations;   

• sharing our approach to reading;  

• encouraging parents to talk to us at the earliest opportunity if they have concerns about their child’s development.  

Transition   

We believe in preparing all children for change, whether it is from home to Nursery, Nursery to Reception class or Reception to Year 1. It is important that all children experience a positive transition. With appropriate preparation and understanding, children are more likely to feel secure and settle more easily into their new environment.  

We recognise that all children, can be vulnerable at times of change, particularly those with additional needs for example those with a Special Educational Need (SEN). Planning for these children will need additional, flexible support and the Transfer to school form can aid the process.  

Prior to starting school:  

• Parents are invited to a meeting to ensure they know about school procedures and gain information about the school   

• Parents are offered a home visit during the late summer term  

• Children requiring extra support will have additional visits and enhanced induction  

We have good links with the local feeder playgroups/pre-schools and Nurseries.  

Safeguarding and welfare procedures

It is important to us that all children in school are ‘safe’. Children learn best when they are safe and secure. We aim to educate children on boundaries, rules and limits and to help them understand why they exist. We provide children with choices to help them develop this important life skill. Children should be allowed to take risks, but need to be taught how to recognise and avoid hazards. We aim to protect the physical and psychological well-being of all children.  

We understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 2017   

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.  

• Ensure through policy and procedure that children’s intimate care needs are met.  

• 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.  

 Our safeguarding and welfare procedures are outlined in our Child Protection & Safeguarding Policy, including early years foundation stage.   

Health and Safety

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 2017, we ensure that:  

• Fresh drinking water is available at all times. 

• Children’s’ dietary needs are recorded and acted upon when required. 

• A first aid box is accessible at all times and a record of accidents and injuries is kept (see accident and injury policy).   

• We comply with legislation regarding Paediatric First Aid requirements   

• We ensure that legislation is met regarding the giving and storing of medication  

• There is a health and safety policy and procedures which cover identifying, reporting and dealing with accidents, hazards and faulty equipment.    

• There is an emergency evacuation procedure and policy.   

• Appropriate clothing is worn, in particular in relation to the wearing of heels (stilettos or a heel that comes to a point).  Members of staff are expected to wear clothing that supports them in getting to a child’s level and playing and engaging with children at floor level.   

• If children need to sleep during their time at nursery they will be checked regularly by staff.  A record of the time slept is kept and shared with parents/carers. Bedding is checked fortnightly. 

Appendix 1. List of statutory policies and procedures for the EYFS

This checklist lists the policies and procedures that we must have according to the EYFS statutory framework. We list the main document where it can be found; however, aspects will also be mentioned across several policies and procedures.