The New Foundation Stage

The provision for children’s development and learning is guided by The Early Years Foundation Stage (DfeS 2009). From September 2008 the Early Years Foundation Stage became law. This brings together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. Our provision reflects the four key themes and 16 commitments of the Early Years Foundation Stage
If you wish to obtain a copy of the framework you may do so by telephoning 0845022260 quoting 00012-2007PCK-EN or you can see an online version at http://www.education.gov.uk/publications/standards/

An interesting leaflet that breifly outlines the Early Years foundation Stage

click here to download

KEY PERSON
Our key person system gives each member of staff particular responsibility for just a few children. Each child is allocated a member of staff when they begin pre-school. This staff member is responsible for settling your child into pre-school, record keeping, observing and ensuring that your child’s interests and developmental needs are being met.
Please ask your child’s key person if you are unsure or have any questions.
Our approach to learning and development and assessment

Role of the Key person

role of key person policy

Learning and Developing through play
Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the practice guidance Early Years Foundation Stage to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity. In all activities information from the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Assessment
We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations, as well as from photographs or videos of the children, to document their progress and where this may be leading them. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of children’s achievement based on our ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.

Learning Journeys

The setting keeps a record of children’s learning for each child. Staff and parents working together on their children’s records is one of the ways in which the key person and parents work in partnership. Your child’s Learning Journey helps us to celebrate together her/his achievements and to work together to provide what your child needs for her/his well-being and to make progress.

Your child’s key person will work with you to keep this record. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. You and the key person will then decide on how to help your child to move on to the next stage.