The Early Years Foundation Stage applies to children frombirth to the end of the reception
year. In our school, children join Foundation Stage 1 for the mornings only and are full time
in Foundation Stage 2.
The Early Years Foundation Stage is based upon four themes:
A Unique Child
Learning and Development
Learning and Development
There are seven areas of learning and development that must shape educational
provision in early year’s settings. All areas of learning and development are important and
inter-connected. Three areas are particularly crucial for igniting children’s curiosity and
enthusiasm for learning, for building their capacity to learn, form relationships and thrive.
Personal, Social and Emotional Development
Communication and Language
Staff also support children in four specific areas through which the three prime areas are
strengthened and applied.
Knowledge of theWorld
Expressive Arts and Design.
We deliver learning for all of the areas through purposeful play and learning experiences,
with a balance of adult-led and child-initiated activities.
Through play, our children explore and develop learning experiences which help them
make sense of the world. They practice and build up ideas, and learn how to control
themselves and understand the need for rules. They have the opportunity to think
creatively alongside other children as well as on their own. They communicate with others
as they investigate and solve problems.
The Learning Environment
The Foundation Stage classroom is organised
to allow children to explore and learn securely
and safely. We adopt the immersive learning
approach and ensure that the learning
environment sets the mood and develops
creativity and imagination in our pupils.
There are areas where the children can be
active, be quiet, creative etc. The Foundation
Stage has its own outdoor area. The free flow
between the inside and the outside has a positive effect on the children’s development.
Being outdoors offers opportunities for doing things in different ways and on different
scales than when indoors. The children can explore, use their senses and be physically
active and exuberant.
Parents and Carers as Partners
We recognise that parents are children’s first andmost enduring educators and we value
being partners with them in their child’s education through:
talking to parents about their child before their child starts in our school
offering both parents and children the opportunity to spend time in the Foundation
Stage before starting school
operating an open door policy for parents with any queries.
sharing regularly the children’s ‘Learning Journey’ with parents and valuing the
on-going contributions to this fromparents.
offering three parent/teacher open days per year
sending a report on their child’s attainment and progress at the end of their time in
the Foundation Stage
developing a range of activities throughout the year that encourage collaboration
between child, school and parents
access to Tapestry – an online learning journal recording every child’s progress.
Rainbow Challenge -
as part of developing independence, children are set seven
challenges for the week linked to a colour of the rainbow and the areas of learning.
Children collect a corresponding coloured bead linked to the challenge they have achieved
and reflect upon these on a Friday.
“Children’s play reflects
their wide ranging and
“In their play children
learn at their