A02: EARLY YEARS
FOUNDATION STAGE POLICY
“A big journey starts with a
At Edison Global Academy , we believe that every
child deserves the best possible start in life and support to fulfil their
potential. A child’s experience in the early years has a major impact on their
future life chances. A secure, safe and
happy childhood is important in its own right, and it provides the foundation
for children to make the most of their abilities and talents as they grow up.
This policy outlines the purpose and nature of Early Years Education at Edison
Global Academy .
Children develop rapidly during the Early Years
Foundation Stage – socially, emotionally, physically and intellectually – and
each child is entitled to the provision that supports and extends knowledge,
skills, understanding and confidence.
Early Years Foundation Stage is a valid stage of learning in itself, not
simply a preparation for the next stage of education.
social and emotional well-being is the basis for successful learning and
whole child is important; social, emotional, physical and intellectual
developments are inter-related.
children do not learn in subjects. Learning is holistic.
develop individually and at their own rates and need to be given time to
move through the developmental stages at their own pace.
and monitoring of children’s progress are vital. It informs the planning
of the next steps forward for each child and is essential for the early
identification of those with special needs.
learn best when they are in control and therefore need to be given the
opportunity to be responsible for their own learning.
need a stimulating and challenging environment, both indoors and outdoors,
in which to develop. In particular, it should promote personal and social
skills and support the acquisition and development of language.
find abstract learning difficult. They need experience of doing things,
handling objects and exploring the physical and social world before they
are ready to understand abstract concepts.
learn best when they are actively involved where situations make ‘human
sense’ to them. Therefore children should have the opportunity to learn
through first-hand experience. Planning should be based on individual
children’s interests and their needs
should display positive attitudes to all of the children and to each other
to promote high self-esteem and make children feel valued.
are recognised as a child’s first educator, even before they start in a
A Principled Approach
EYFS principles, which guide the work of all
practitioners, are grouped into four distinctive but complementary themes:
a. The Unique Child: Every child is a competent learner from birth
who can be resilient, capable and self-assured.
learn to be strong and independent from a base of loving and secure
relationships with parents/carers.
environment plays a key role in supporting a child’s development.
learn and develop in different ways and at different rates. All areas of
learning are equally important and interconnected.
Our aims reflect these principles
o To develop the child personally, socially and emotionally by:
o Planning for the needs and interests of each individual child (see
curriculum and assessment policy)
o Offering a safe and secure environment
o Making each child feel valued
o Helping the child form stable relationships
o Encouraging a sense of responsibility and consideration for others
o Developing a positive self- image increasing confidence, independence
o Developing an awareness that there are similarities and differences
among all groups of people but that all groups are equally important
o Providing resources and materials that reflect the many different types
of backgrounds, challenging multicultural and gender issues
o Developing a curriculum that includes discussion and activities on
different religions, cultures and languages
o Ensuring that their well-being and Involvement is monitored
of Effective Learning
The three characteristics of effective learning (as
identified by the Tickell review of the EYFS curriculum 2011), and which are
essential for children’s holistic development are:
Playing and exploring – engagement
- Finding out and
- Playing with what
- Being willing to
‘have a go’
Active learning – motivation
involved and concentrating
2. Keep trying
3. Enjoying achieving what they set out to do
Creating and thinking critically – thinking
1. Having their own ideas
2. Making links
3. Choosing ways to do things
our Pre-school and Reception classes to ensure that we offer all children
opportunities to explore these characteristics and in addition, we will:
a. develop the child intellectually by:
a stimulating environment in which each child can learn through hands-on
promoting the use of language
the child’s curiosity
opportunities for children to make their own decisions
b. develop the
child physically, improving skills of co-ordination, control,
manipulation and movement by:
opportunities for children to use their bodies effectively by providing
space for learning experiences both indoor and outdoor.
fine motor skills through activities such as modelling, painting and
develop an awareness of their physical ability.
c. develop the
child aesthetically and creatively by:
a stimulating environment in which creativity, imagination, originality
and expressiveness are valued.
opportunities to experiment with a variety of materials.
opportunities for children to use and explore their senses
children to be creative and express themselves through a variety of media,
music, dance, role-play art activities.
d. establish a
smooth transition from home to
school and develop a positive parent partnership model by adopting an
admissions procedure that eases the transition from home to school, e.g. play
visits to the setting
A broad, balanced and differentiated curriculum is
rooted in our child centred philosophy, in which the focus is the development
of the individual as a whole person.
Active learning is at the heart of the
developmental process, children learn best from hands-on experience. Classroom
programmes must show a well-planned indoor and outdoor scheme of work.
Activities must be appropriate to meet the needs of
the individual child. They must be flexible enough to take account of
individual diversity as well as be relevant to the individual child.
Years Foundation Stage curriculum is organised into 7 areas of learning:
Three ‘Prime’ Areas:
Social and Emotional Development
Four ‘Specific Areas:
of the World
Arts and Design
“There are seven
areas of learning and development that must shape educational programmes in
early year’s settings. All areas of
learning and development are important and interconnected.”
Framework for the Early Years Foundation Stage 2017)
“Each area of
learning and development must be implemented through planned, purposeful play
and through a mix of adult-led and child-initiated activity. Play is essential for children’s development,
building their confidence as they learn to explore, to think about problems,
and relate to others.”
(Statutory Framework for the Early Years Foundation Stage 2017)
Role of the Adults
The professional team comprise of the Early Years
class teachers, Arabic teachers and the teaching assistants. Others involved in the partnership are the
Principal, Deputy Principal, parents, and students.
The role of the
professional team is to:
the learning environment
with the children to extend their learning opportunities
and assess children’s learning
observations and assessments
with all involved
with the Foundation Stage team are held on a regular basis to establish agreed
frameworks and common approaches
in the Foundation Stage setting work together as a team. Teaching assistants
work in partnership with the teachers and are an invaluable part of the
professional team. Voluntary support from parents and other members of the
community is welcomed.
Role of the Key Worker
“Each child must be
assigned a key person. Their role is to
help ensure that every child’s care is tailored to meet their individual needs,
to help the child become familiar with the setting, offer a settled relationship
for the child and build a relationship with their parents.”
Framework for the Early Years Foundation Stage 2017)
The role that parents play in the early education of their child needs
to be valued and recognised. Their involvement is crucial to the development of
children’s future learning. Parents need to be involved in a positive
This partnership is
parents feel welcome in the school.
(and old) parents of both Preschool and Reception classes will be invited to an
Open Day and meeting in the EYFS setting to explain the philosophy of EYFS and
outline the procedures and routines. This will take place as soon as possible
in the new academic year.
will be involved in homework tasks, in particular, to build reading in the
parents in discussions on their child’s progress during formal and informal
Every child’s needs are different, but when a child
is having difficulty progressing in any aspect of their development in the
classroom this is recognised.
We follow the whole school policy for special
needs. The teacher, with the involvement of parents, will identify the child’s
needs and in collaboration with the school psychologist, the learning support
teacher, (if the school has one), and the Principal and/or Deputy Principal.
The team will work towards meeting the child’s provision as most appropriate.
(see IEP Policy)
As part of the larger school community, we adopt
the whole school policy for Inclusion, Equal Opportunities and Race Equality.
The core values of our school emphasise the need to value and respect everyone
in our community.
Our school policy states our intent to promote
Equal Opportunities, Inclusion and Race Equality.
an inclusive school making equality of opportunity a reality for all of our
children in their everyday lives.
develop the children’s awareness of the pluralistic and diverse society in
which we live. We will help them to learn positive attitudes and equip them to
take their place in this society.
educate our children so that they have a good understanding of what equal
provide children with differing and appropriate levels of support for them to
eliminate any actions, words of practices that contribute to inequality whether
they intend to or not.
to develop children’s
appreciation of the positive and enriching experiences that can be gained from
living and working in a multi-faith, multi-race and multi-cultural society.