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St Peter's Catholic Primary School

‘A love for God, ourselves and others’

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EYFS

Early Years Foundation Stage Planning and Provision Statement

At St Peter’s Catholic Primary School we believe it is important to provide an Early Years education that aims to meet the individual needs of every child. Children are made to feel safe and secure and are valued as individuals. Independence is fostered as are positive attitudes to learning, and each child is encouraged to reach their potential regardless of their ethnic or socio-economic background, race, gender, creed or ability. We believe play is essential for learning; it is a key way in which young children learn with enjoyment and challenge. Structured play, where the learning outcome has been clearly identified through careful planning and support, is integral to the provision in the EYFS.

 

EYFS Curriculum

 

The Early Years' curriculum at St Peter’s provides a high quality teaching programme which promotes children's learning in line with the requirements from the EYFS. Children are competent learners from birth and develop and learn in a variety of ways. Our practitioners look carefully at the children in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all areas. Within our provision we ensure that children have appropriate experiences and are supported by positive relationships and enabling environments throughout the EYFS.

 

The seven areas of Learning and Development together make up the skills, knowledge and experiences appropriate for all children as they grow, learn and develop. Although these are presented as separate areas, it is important to remember that for children everything links and nothing is compartmentalised. Our practitioners ensure that children's learning and development occur as an outcome of their individual interests and abilities and that planning for learning and development takes account of these.

 

The areas of learning and development are:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development
  • Literacy
  • Mathematics
  • Understanding of the World
  • Expressive Arts and Design

 

Within these seven areas of learning there are focus strands which provide clear objectives:

 

Areas of learning

 

Strands

PSED

Prime

Making Relationships

Self- Confidence and Self-Awareness

Managing Feelings and Behaviour

Communication and Language

Prime

Listening and Attention

Understanding

Speaking

Physical Development

Prime

Moving and Handling

Health and Self-Care

Literacy

Specific

Reading

Writing

Mathematics

Specific

Numbers

Shape, Space and Measures

Understanding the World

Specific

People and Communities

The World

Technology

Expressive Arts and Design

Specific

Exploring and using Media and Materials

Being Imaginative

 

The seven areas of learning and the Early Learning Goals provide a national framework for schools and other pre-five settings in planning, teaching and assessing the Early Years curriculum from 0 - 5 years. They also provide an essential link between the pre-statutory curriculum and the Key Stage 1 programmes of study.

 

Personal, Social and Emotional Development (PSED): this incorporates attitudes, skills and understanding, and is a pre-condition for children's success in all other learning. The child's personal, social, emotional, moral and spiritual development is targeted and good attitudes towards all aspects of school life are promoted.

 

Communication and Language: this covers the development of communication skills, including speaking and listening. Children are required to think about presentation skills when talking to a wider group, they are able to develop sentence structure work, link thoughts to sentences and are required to communicate effectively within a large group.

 

Physical Development: this is focused on children's developing physical control, mobility, and awareness of space and manipulative skills in both indoor and outdoor environments. This includes establishing positive attitudes towards a healthy and active way of life.

 

Literacy: this incorporates both reading and writing. Children are required within this strand to develop an awareness of books and their purpose, as well as secure an understanding of letters and sounds along with writing for different purposes. Children in Reception follow a specific phonics scheme that has proved very successful in the school. Each day they receive an intense phonics input, as well as having the opportunity to explore, learn about and use words and text in a broad range of contexts and to experience a rich variety of story, poetry and non-fiction books.

 

Mathematics: this is part of everyday life and the children's mathematical learning begins as soon as they start to be involved in their environment. The Maths curriculum is split into two significant strands: Numbers and Shape, Space and Measures. It is within these strands that the children are exposed to a range of number skills and operations and are asked to use them for solving problems. The teaching of Maths is largely carried out through play and practical exploration. Children focus on key skills such as counting reliably to 10, talking about, recognising and creating simple patterns and use developing mathematical ideas to solve practical problems. A great emphasis is placed on mental maths and developing the children's use of mathematical language.

 

Understanding of the World: this focuses on children's developing knowledge and understanding of their environment, themselves, other people in their lives and features of the natural and made world. It provides a foundation for scientific, historical and geographical learning. It is also within this area of learning that the children develop a strong awareness of technology, including computing.

 

Expressive Arts and Design: this offers stimulation and extends children's curiosity through art, music, design and technology, drama and dance; the children's imagination, ideas and feelings are developed.

 

Standard of Achievement

By the end of the foundation year, each child will:

 · Show a curiosity about objects, events and people and uses their senses to explore the    

    world around them.

 · Represent their experiences in play.

 · Initiate activities and seek challenges, showing a ‘can do’ attitude.

 · Maintain focus on an activity for a period of time.

 · Persist with an activity when challenges occur.

 · Show satisfaction in achieving their own, personalised goals.

 · Think of ideas and find ways to solve problems.

 · Make links and notice patterns in their experience.

 · Plan and make decisions about how to approach a task, solve a problem and reach a goal.

 · Build independence and resilience.

 · Create strong foundation for lifelong experiential learning.

(Development Matters in the Early Years Foundation Stage, 2012, p6-7)

 

Outdoor Play

Being outdoors has a positive impact on children's sense of wellbeing and helps all aspects of their development, particularly as it offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand contact with weather, seasons and the natural world and we pride ourselves on embracing the school's commitment to learning outside the classroom. Outdoor environments offer children the freedom to explore, use their senses, and be physically active and exuberant.

 

At St Peter’s, the outdoor play areas are securely fenced and provide safe spaces where children can develop their physical skills and learn to share with others in structured and informal play. We provide a free flow approach for the majority of the day, and children have the opportunity to use the school facilities and grounds, including the field. Our objective led planning encompasses the outside area and ensures that provision is well matched to the needs of the children. All children are provided with jumpsuits suitable for outdoor/messy play.

 

Assessment

In line with EYFS recommendations, children in Reception are assessed on entry to school (within the first four weeks) and this data is recorded using the Trusts chosen assessment system, EEXaT. This provides us with information about what each child can do and is used to inform planning and monitor progress. All interactions and formally recorded assessments within the baseline are undertaken using the Leuven Scales as a measure of Involvement and Wellbeing. In addition, regular observations are made by the class teacher and support staff using 'key children' to ensure that each individual child's needs are being met and provided for. We moderate within Reception and with other settings to ensure consistency throughout the Trust and county.

 

We use the EYFS Profile as a way of assessing each child's development and learning achievements at the end of the EYFS.  This assessment is based on our practitioners' ongoing observations and assessments in all seven areas of Learning and Development. These observations are shared with parents each half term via an individual learning journey. The Early Learning Goals set high expectations for the end of EYFS, but expectations that are achievable for most children. This helps to give children secure foundations on which future learning can be built. Each child's level of development must be recorded against the 17 Early Learning Goals, with a final judgment of Emerging, Expected or Exceeding. We work closely with Year 1 staff to monitor progress and ensure the appropriate provision for every child.

 

Role of Parents

Parents are encouraged to take an active role in their child's education. A home / nursery visit is conducted for all children that are new to our learning community so that staff can establish the child’s needs and interests, but also build positive relationships with parents. We are always grateful if parents are able to give up some of their time to help with activities during the school day and on trips. We understand that this is not an option for some parents due to work and family commitments, but support these families through regular workshops and parent’s consultations.

 

Starting School

Prior to a child entering the Reception class at the normal times, the parents and children are invited to a series of transition sessions. This gives the child an opportunity to meet his or her teacher and see the classroom that is soon to become their own, as many times as possible. At the meetings, the structure of the school day is explained and parents are given information which they may find useful. Parents are provided with a series of useful workshops which include an introduction to phonics and reading, maths and general guidance on starting EYFS.  During this time there is an informal question and answer time, where parents have the opportunity to discuss any issues or concerns with staff.

 

Children with SEND, an EHC plan or statement, are invited into school for a further visit either with their key worker or parents/carers in order to have additional quality time with the class teacher and support staff.

Initially, all Reception children attend school on a part time basis for a few days, visiting for a morning session and then going home. This is an important part of their transition and following this, all children attend school on a full time basis.

Please refer to the Admissions Policy or contact the school for further information.

 

Safeguarding (See also Health & Safety Policy and Guidance Notes)

The EYFS staff will assess the foundation stage classroom and outdoor area and equipment each day and record any changes on the EYFS risk assessment. Security and safety are of paramount importance and school staff are aware of their responsibilities. School staff teach pupils to take responsibility for their own safety and well being as appropriate to safe play, use of equipment and hygiene. In addition to this, the EYFS team will adhere to the Child Protection Policy and ensure that each child is protected and cared for, with their interests at heart. Any child protection issues will be recorded and collected and, if necessary, passed onto the CP Officer, Mrs Wakefield. The children will also be looked after at the end of the school day. If parents are late, then a message from the office will come down to have the children stay in the school foyer or classroom with the EYFS staff until parents arrive.

 

Review Date: March 2021

 

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