What is the Foundation Stage?

What is the Early Years Foundation Stage? The Early Years Foundation Stage (E.Y.F.S.) is the stage of education for children from birth to the end of the Reception year. It is based on the recognition that children learn best through play and active learning.

The E.Y.F.S. is based on 4 over arching themes. 1 Every child is unique. 2 Children learn to be strong and independent through developing Positive Relationships 3 Children learn and develop well in enabling environments 4 Children develop and learn in different ways and at different rates

The Curriculum Within the theme of Learning and Development there are seven areas. All areas are important and are connected to one another. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building the children’s capacity to learn, form relationships and thrive. These prime areas are; Communication and Language; Physical Development; Personal Social and Emotional Development

The Curriculum We must also support children in four specific areas, through which the three prime areas are strengthened and applied. The 4 specific areas are: Literacy; Mathematics; Understanding the world Expressive arts and design.

Communication and Language Children will be learning to develop their confidence and skills in expressing themselves. speak and listen attentively in a range of situations.

Listening and Attention Communication and Language Speaking Listening and Attention Understanding

Physical Development The children will be learning to: move confidently; control their body; handle equipment. understand the importance of physical activity, make healthy choices in relation to food

Health and Self Care Physical Development Moving and Handling

Personal Social and Emotional Development. Children will be learning to become self-confident; develop a positive sense of themselves, and others become independent dress and undress independently Form positive relationships and develop respect for others Manage their feelings and know what their own needs are

Emotional Development Self Confidence Making Relationships Personal, Social, Emotional Development Managing Feelings Managing Behaviour Self Awareness

Literacy The children will be learning to: enjoy listening to stories, songs and poems hear and say sounds, and link them to the alphabet learn to use a pencil effectively read and write familiar words

Literacy Reading Writing

Mathematics The children will be learning to: Develop an understanding of maths through stories, songs, games and imaginative play. Children will be provided with opportunities to develop and improve their skills in … counting, understanding and using numbers, calculating simple addition and subtraction problems; describing shapes, spaces, and measures

Shape, Space and Measures Mathematics Number Shape, Space and Measures

Understanding of the World The children will explore: find out about the world around them, asking questions about it build with different materials, know about everyday technology and learn what it is used for find out about past events in their lives and their families' lives find out about different cultures and beliefs.

Understanding the World People and Communities The World Technology

Expressive arts and Design Development The children will explore: A variety of media, materials colours and shapes Designing and making things Role play Making music, dancing and movement

Expressive Arts and Design Being Imaginative Exploring and using media and materials

Planning When planning we consider needs interests and stage of development of each child then plan challenging and enjoyable learning experiences in all areas of learning and development. Our areas of learning are implemented through planned, purposeful play and a mix of adult led and child initiated activities.

Skills based learning We identify the skill that children need and then let them practise and apply that skill in a way that is interesting and motivating to them. For example; if we want to introduce the children to using pastels rather than asking them to draw the beautifully daffodils in the vase, instead we allow them to draw any thing they like from a superhero to a pirate ship! The skill they develop is the same but the outcome end product is different!

Topics We do have termly topics which are loosely based around the seasonal changes and significant events in the year. This topic is then enhanced following the lines of children’s interest and developmental needs.

Display Alongside good resources we believe good display is also key in engaging pupils. Our displays are made by the children and feature all the things they need to know most. Our wall remain neutral – blank canvas waiting to be filled- and when first pieces of work go up they shine line beacons and everyone who looks upon it is often very excited and wants their work to be up their too. Our display also child height, have speech bubble caption s displaying what the children said , observations made by staff and references to EYFS.

Just playing??? Play is an essential for children development building their confidence as they learn to explore to think about problems and relate to one another.

Documenting learning… Our learning Journals these document children learning they contain photographs captions speech bubble observations and assessments. Next steps for learning are also identified for each child. In reception children have a guided group work book in addition to their learning journal.

How we assess and monitor progress Assessment in Foundation Stage is ongoing often involves us observing children to identify level of achievement, interest learning styles . These observation then shape the planned learning experiences for the children We also gather assessments through; Adult supported learning opportunities Exploratory play and investigation Child initiated opportunities Parental involvement – Proud Cloud and contributions to learning journals. Foundation Stage Profile – completed throughout the year indicate whether children are meeting, exceeding or not yet reaching levels (emerging).

A typical morning in Nursery… 9.00 Come in and find peg & name and choose a book to read 9.05-9.15 Welcome sessions and time to talk interest session 9.15-10.15 Continuous provision. Objective led planning, teacher focused tasks and intervention 10.15-10.30 Family groups (directed teaching time) 10.30-11.30 Continuous provision, Objective led planning, teacher focused tasks and intervention 11.30-11.35 Tidy up time 11.35-11. 55 family groups direct teaching time 11.55-12.00 Coats/bags for home time /club time

“Adults who help children to play are adults who help children to learn”