Foundation stage is the first class in school.
Children enter this class in the academic year in which they will turn 5 years old.
In the Early Years Foundation Stage (EYFS) our aims are:
- to support children to make a planned, confident transition from home to school
- to provide a happy, caring, safe and secure environment for learning
- to plan learning experiences that meet the individual needs and interests of the children through a balanced provision of adult led and child initiated opportunities
- to support children to become competent and confident learners so they are able to reach their full potential
- to provide a broad and balanced high quality curriculum in line with the Early Years Foundation Stage guidance
- to foster positive home school links with parents and other care providers.
We follow The Early Years Foundation Stage Curriculum which came into effect in September 2012. This framework is a means of ensuring high standards of early education and care that will reassure parents that their child’s development is being fully supported.
The first stage of the EYFS curriculum begins when children enter the Reception year. The EYFS underpins all future learning by supporting and fostering the children’s personal, social and emotional wellbeing. It encourages positive attitudes and dispositions towards learning in the children and promotes learning through play.
The Early Years Foundation Stage is divided into the following areas of learning:
Personal, Social and Emotional Development (which includes: Making relationships, Self-confidence and self-awareness, Managing feelings and behavior)
Physical Development (Which includes: Moving and handling, Health and self-care)
Communication and Language (Which includes: Listening and attention, Understanding, Speaking)
Literacy (Reading, Writing)
Mathematics (Numbers, Shape, space and measure)
Understanding the World (People and communities, The world, Technology)
Expressive Arts and Design (Exploring and using media and materials, Being imaginative)
Much emphasis is put on cross-curricular activities so one activity is likely to cover a range of learning. For example children building with bricks may cooperate together to carry the bricks, the children might negotiate the best place to put them and compare the size of different bricks. Therefore, they may be developing language, mathematical, physical, personal and social competencies through this one activity.
Staff use observations of children’s learning and achievements to inform planning. Planning is differentiated and activities are planned to meet each child’s needs and to aid smooth transitions, continuity and progression.
Children are encouraged to enjoy and share books with each other, individually, with older children in the school and with adults. All EYFS children have a timetabled slot in the library where they have access to a wide selection of books.
Assessment in the Reception is done in line with the ‘Early Years Foundation Stage’ and staff observe the children to create a ‘learning journal’ which evidences the child’s progress through the Foundation Stage.