Reviewed by: Eben Groenewald, Achievement Committee, Spring 2025
Next Review: Spring 2026
Aims
This policy aims to ensure:
- 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
Legislation
This policy is based on requirements set out in the 2021 statutory framework for the Early Years Foundation Stage (EYFS).
Structure of the EYFS
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year. At Kelvin Grove we have Nursery and Reception provision. Our Nursery has both part-time and full-time places for children who are 3 and 4 years old. We have two intakes a year; in September and April.
All 3 to 4 year olds in England can get 15 hours free child care per week. Some 3 to 4 year olds are entitled to 30 hours free child care per week if their families are eligible.
All of our Reception children start full-time school at the beginning of the academic year in which they turn 5.
These four guiding principles shape our EYFS practice:
- every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
- children learn to be strong and independent through positive relationships
- children learn and develop well in enabling environments, with teaching and support from adults who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
- importance of learning and development. Children develop and learn at different rates.
Curriculum
Our early years setting follows the curriculum as outlined in the 2021 EYFS statutory framework.
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
Planning
Staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, staff working with the youngest children are expected to focus strongly on the 3 prime areas.
Staff also consider the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.
In planning and guiding children’s activities, staff reflect on the different ways that children learn and include these in their practice.
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
Teaching
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities.
Children’s play reflects their wide ranging and varied interests and preoccupations. In their play, children can be inquisitive, creative, questioning and experimental and will learn at their highest level. Playing with their peers is important for children’s personal, social and emotional development. Through play our children explore and develop learning experiences, which help them make sense of the world. The adults model play and play sensitively with the children, fitting in with their plans and extending their ideas and thinking.
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.
The EYFS classes have their own outdoor areas, which are used all year round in all weathers. Being outdoors encourages learning in different ways. As well as allowing them to be physically active, it offers the children an opportunity to link the indoor and outdoor environments and be creative and explore on a larger scale.
Assessment
The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts reception.
At Kelvin Grove, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are undertaken by teachers and teaching assistants. Observations are recorded as photos, videos and annotations, which are uploaded onto each child’s Tapestry account. The Tapestry Learning journals may also contain information provided by parents about their child’s achievements and experiences outside of school. Each child’s progress is recorded against the ‘Development Matters Ages and Stages’ documentation. This information is used to plan the ‘next steps’ for a child.
If a child’s progress in any prime area of the EYFS framework gives cause for concern, we discuss it with the child’s parents/carers and agree how to support the child, giving consideration as to whether a child may have a special educational need or disability which requires specialist support.
The level of development children should be expected to have attained by the end of the EYFS is defined by the Early Learning Goals (ELGs).
In the final term of Reception, the EYFS Profile is completed for each child. The Profile provides parents/carers and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels and their readiness for Year 1. Year 1 teachers are given a copy of each child’s EYFS Profile. Each child’s level of development is assessed against the seventeen Early Learning Goals. We indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’).
The profile is moderated internally (referring to the Development Matters guidance) to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority.
Safeguarding and welfare procedures
We promote good oral health, as well as good health in general, in the early years, for example by talking to children about:
- The effects of eating too many sweet things
- The importance of brushing your teeth
The rest of our safeguarding and welfare procedures are outlined in our safeguarding policy.
Monitoring arrangements
This policy will be reviewed and approved by the achievement committee every two years or sooner if required.
At every review, the policy will be shared with the governing board.