1. SCHOOL POLICY FOR: Early Years/Foundation Stage

Responsible person: - Mrs. M. Barron

Date adopted: 14.5.01 Review by: Autumn Term, 2004.

2. AIMS AND OBJECTIVES

To provide an environment which enables a child to make the transition from home to school as smoothly as possible and which also develops a partnership between home and school

To provide a situation where play and talk are promoted and valued as vital means of extending thinking, understanding, behaviour and enjoyment.

To ensure consistent, agreed approaches from all adults so that the children's security and confidence may be fully developed.

3. PRINCIPLES OF TEACHING AND LEARNING

Teachers of the Early Years will plan a broad, balanced and relevant curriculum which incorporates active learning based upon first hand experiences. The range of structured activities will be based on the six areas of the Early Learning Goals. These are:

· Personal, Social and Emotional Development

· Communication, Language and Literacy

· Mathematical Development

· Creative Development

· Physical Development

· Knowledge and Understanding of the World including ICT

The Reception Class is the final year of the 2nd year Foundation Stage that will prepare the children for access to the National Curriculum.

The children will take an active part in the learning process and have their achievements recognised and valued at every opportunity.

It is recognised that "Young children need to be with adults who are interested and interesting, and with other children to whom they may relate. They need to have natural objects and artifacts to handle and explore. They need to have opportunities to communicate through music and imaginative play and they require space and opportunity for physical activities. These needs can only be met if an appropriate environment is provided with adults who understand something of child development and are ready and able to listen, encourage and stimulate."

Select Committee Report Educational Provision for the Under Fives - Paragraph 5.1

4. EQUAL ACCESS AND OUTCOME

All pupils in the Reception Classes will be valued and have equal access to the whole curriculum regardless of gender, race, disability or social group.

5. HEALTH AND SAFETY

All staff involved with Early Years will ensure the safety of all their pupils by following the guidelines specified by the Windmill School Educational Trip Policy. They will ensure the safe and proper handling of all materials and tools involved in the curriculum as specified in Windmill School's Health and Safety Policy. They will ensure that the pupils move around the school in an orderly manner.

6. BUDGET

Our Reception Classes will be allocated an annual budget in order to both maintain resources as well as supplement them. There will be an audit of larger equipment every 3 years and budgets allocated accordingly.

7. IMPLEMENTATION

Induction

- "Formal" meetings are arranged for parents before their childrenactually start school. At these, we inform     prospective parents about Windmill School.

- Early Years staff arrange to visit local Nurseries and Playgroups to see the children before they start school. If requested, staff also visit the parents and children in their homes.

- In the year prior to the children starting school, we organise "Nursery" afternoons in the Small Hall for pre-school children.

- Late in each Summer Term, we invite the children who have registered with us into the Reception Classes. They come in small groups for two half-days and as a whole group on "change over" afternoon.

On Starting

- The children start in September, coming in for either mornings or afternoons on alternate weeks for the first half term. This ensures all the children will experience all aspects of the curriculum. It also enables staff, children and parents to build up good relationships within which staff begin to assess the children.

- Towards the end of the first half term, staff meet the parents to discuss the results of the Baseline Assessment, the child's suitability for full-time schooling, and any other issues of concern.

Documentation

- All parents will be given the following documents:-

- a copy of the Windmill Prospectus

- the latest edition of Windmill Whispers

- a copy of the current Governors' Report to Parents'

- a 'Tips and Hints' booklet

- a copy of the 'All about my Child' booklet

Curriculum

- The curriculum incorporates Key Skills and concepts for the Early Years children, from which activities will be planned. The QCA Guidelines for the Foundation Stage are referred to when planning and each term's activities are incorporated into the Windmill School long-term Curriculum Map.

Experiences

- The Reception children will have a wide variety of experiences bothIndoor and Outdoor.

Assessment, Recording and Reporting

- During the child's first half-term at school, the Staff will complete a Baseline Assessment on each pupil. This forms the basis for future planning. The Baseline Assessment is revisited in July in order to record progress.

- Further regular assessment is carried out during the year to aid planning.

- Each Class Teacher provides the parents with a written report in Julyand interim verbal reports throughout the year.

8. SUMMARY

Windmill School recognises that for Early Years children in particular, care and education are inseparable. It also recognises that parents play a key role in the child's development and that school complements the experiences of home. The purpose of Early Years education is the intellectual, personal, social and physical development of the child. It operates a partnership between Parents and Early Years Staff.