hedworthfield primary school early years...

Hedworthfield Primary

School

Early Years Policy

Updated September 2014

K.Mitchell

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Contents Page

General Information 4

A Unique Child 5

Positive Relationships 6

Enabling Environments 7

Learning and Development 8

Transition 11

Safeguarding 14

Continence Policy 18

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Hedworthfield Primary School

Early Years Foundation Stage Policy

‘Every child deserves the best possible start in life and the support that

enables them to fulfil their potential. Children develop quickly in the early

years and a child’s experiences between birth and age five have a major

impact on their future life chances. A secure, safe and happy childhood is

important in its own right. Good parenting and high quality early learning

together provide the foundation children need to make the most of their

abilities and talents as they grow up.’

Statutory Framework for the Early Years Foundation Stage, September

2012.

In the Early Years we treat each child as an individual and care for their

needs whilst taking into account their unique characteristics. We provide

an environment where the children and their families feel comfortable to

express and share their feelings, values and beliefs with the other

children and staff. We also promote fundamental British values which

prepares pupils for experiences in their later life.

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General Information

Number of Places-Nursery

At Hedworthfield Primary School we have a 78 place nursery. 39 morning

places and 39 afternoon places. We currently offer 15 hours provision as

part of the entitlement for each child and in addition to this we offer

additional provision at a cost as part of the flexible arrangements offer.

Lunch is provided for children should their parents require this.

Number of Places-Reception

At Hedworthfield Primary School we currently have one reception class

offering places to 30 children.

Opening/Closing Times-Nursery

8:30 – 11:30 Morning session.

11:30 – 11:50 Morning lunch

12:10 – 12:30 Afternoon lunch

12.30 – 3.30 Afternoon session

Opening/Closing Times-Reception

8.45 - 11.50 Morning session

1.20 - 3.20 Afternoon session

Staffing

In Nursery we have 1 teacher and 3 support staff (2 full time and 1 part

time).

In Reception we have 1 teacher and 2 support staff (1 full time and 1 part

time)

Admission

Foundation Stage 1-

5

There is a staggered intake in the Autumn term with the children

returning from the previous year being the first to attend. If places are

available additional children start in January and then again after Easter.

Foundation Stage 2-

Children transferring from the Nursery to the Reception class visit their

new teacher and class during the summer term. There is a staggered

intake during the Autumn term over a 2 week period.

The Early Years (EY) applies to children from birth to the end of the

reception year.

The EY is based upon four principles:

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

A Unique Child

At Hedworthfield Primary School we recognise that every child is a

competent learner who can be resilient, capable, confident and self

assured. We recognise that children develop in individual ways, at varying

rates. Children’s attitudes and dispositions to learning are influenced by

feedback from others; we use praise and encouragement, as well as

celebration and rewards, to encourage children to develop a positive

attitude to learning.

In the Early Years we set realistic and challenging expectations that

meet the needs of our children. We achieve this by planning to meet the

needs of boys and girls, children with special educational needs, children

who are more able, children with disabilities, children from all social and

cultural backgrounds, children of different ethnic groups and those from

diverse linguistic backgrounds.

We meet the needs of all our children through:

Planning opportunities that build upon and extend children’s

knowledge, experience and interests, and develop their self-esteem

and confidence;

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Using a wide range of teaching strategies based on children’s

learning needs;

Providing a wide range of opportunities to motivate and support

children and to help them to learn effectively;

Providing a safe and supportive learning environment in which the

contribution of all children is valued;

Planning challenging activities for children whose ability and

understanding are in advance of their language and communication

skills;

Monitoring children’s progress and taking action to provide support

as necessary.

Positive Relationships

At Hedworthfield Primary School we recognise that children learn to be

strong and independent and form secure relationships. We aim to develop

caring, respectful, professional relationships with the children and their

families.

Parents as Partners

We recognise that parents are children’s first and most enduring

educators and we value the contribution they make.

We recognise the role that parents have played, and their future role, in

educating the children. We do this through:

Talking to parents about their child before their child starts in our

school.

Allowing visits to nursery for parents and children during the

summer term before they start nursery.

Inviting all parents to an induction meeting during the term before

their child starts school.

Encouraging parents to talk to the child’s teacher if there are any

concerns.

Encouraging parents to contribute to their child’s Learning Journey

and writing achievements which contribute towards our Wow

displays.

Providing regular opportunities for parents to come into school to

take part in organised activities.

Sending questionnaires out 3 times a year to gather views and

opinions on different aspects of their child’s learning.

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There is a formal meeting for parents in FS2 in the Autumn, Spring and

Summer terms at which the teacher and the parent discuss the child’s

progress. Informal coffee mornings are also offered in FS1 and FS2 to

share the children’s learning journeys with parents and carers.

Parents receive a report on their child’s attainment and progress at the

end of the Foundation Stage 1 and Foundation Stage 2. These reports use

Learning Outcomes statements as a guide to making best-fit judgements

about the children against age-related expectations.

All staff involved with the EY aim to develop good relationships with all

children, interacting positively with them and taking time to listen to

them. At our school the children are placed in key worker groups in

Foundation Stage 1 and in ability groups in Foundation Stage 2.

Enabling Environments

At Hedworthfield Primary School we recognise that the environment

plays a key role in supporting and extending the children’s development.

Through observation we assess the children’s interests, stages of

development and learning needs, before planning challenging, achievable

activities and experiences to extend the children’s learning.

Observation, Assessment and Planning

The planning within the EY is based around half termly themes. These

plans are used by the EY teachers as a guide for weekly planning, however

the teacher may alter these in response to the needs (achievements and

interests) of the children. This will be indicated on weekly planning.

We make regular assessments of children’s learning and we use this

information to ensure that future planning reflects identified needs.

Assessment in the EY takes the form of observation, and this involves

the teacher and support staff as appropriate. These observations are

recorded in Learning Journeys.

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The Learning Environment

Nursery and Reception classes are organised to allow children to explore

and learn securely and safely. There are areas where the children can be

active, be quiet and rest. The classrooms are set up in learning areas,

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where children are able to find and locate equipment and resources

independently. Both Nursery and Reception have their own outdoor areas.

This has a positive effect on the children’s development. Being outdoors

offers the children further opportunities to explore, use their senses,

develop their language skills and be physically active. We plan activities

and resources both inside and outside enabling the children to develop in

all the areas of learning.

Learning and Development

At Hedworthfield Primary School we recognise that children learn and

develop in different ways and have their own learning styles. We value all

areas of learning and development equally and understand that they are

often linked.

Teaching and Learning Style

Our policy on teaching and learning defines the features of effective

teaching and learning in our school. Features that relate to the EY are:

The partnership between teachers and parents, so that our

children feel secure at school and develop a sense of well-being and

achievement.

The understanding that teachers have of how children develop and

learn, and how this affects their teaching.

The range of approaches used that provide first-hand experiences,

give clear explanations, make appropriate interventions and extend

and develop play and talk or other means of communication.

The carefully planned curriculum that helps children work towards

the Early Learning Goals throughout the EY.

The provision for children to take part in activities that build on

and extend their interests and develop their intellectual, physical,

social and emotional abilities.

The encouragement for children to communicate and talk about

their learning, and to develop independence.

The support for learning with appropriate and accessible indoor and

outdoor space, facilities and equipment.

The identification of the progress and future learning needs of

children through observations.

The good relationships between our school and the settings that

our children experience prior to joining our school.

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Play

Play is said to be the children’s work and the means by which they grow

and develop. Children from all walks of life naturally want to play,

although they also need to learn how to play.

For children, play is an integral and necessary part of their lives.

Through play and first hand experience children are motivated to learn

and their needs can be identified and met.

“Play underpins delivery of all of the Early Years Foundation Stage Profile

and must be planned for children in both the indoor and outdoor space.

Practitioners should enable all children to participate, enjoy and achieve

in a rich, play-based curriculum which fosters their physical, social,

emotional and intellectual development.”

The EYFS Consultation Document, May 2006, DFE and DWP.

Through play our children explore and develop learning experiences, which

help them make sense of the world. They have the opportunity to practise

skills, develop ideas and think creatively alongside other children as well

as individually. The children communicate with others as they investigate

and solve problems. They have the opportunity to express fears or re-live

anxious experiences in controlled and safe situations.

Active Learning

Children learn best through physical and mental challenges. Active

learning involves other people, objects, ideas and events that engage and

involve children for sustained periods. Active learning occurs when

children are motivated and interested. Children need to have some

independence and control over their learning. As children develop their

confidence they learn to make decisions. It provides children with a sense

of satisfaction as they take ownership of their learning.

Creativity and Critical Thinking

Children should be given opportunities to be creative through all areas of

learning, not just through the arts. Adults can support children’s thinking

and help them to make connections by showing genuine interest, offering

encouragement, clarifying ideas and asking open ended questions. Children

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can access resources freely and are allowed to move them around the

classroom to extend their learning.

Small Group Work

On page 6 of the revised EY framework it explains:

‘There is an ongoing judgment to be made by practitioners about the

balance between activities led by children, and activities led or guided by

adults. Practitioners must respond to each child’s emerging needs and

interests, guiding their development through warm, positive interaction.

As children grow older, and as their development allows, it is expected

that the balance will gradually shift towards more activities led by adults,

to help children prepare for more formal learning, ready for Year 1.’

At Hedworthfield Primary we strive to do the best for the children in our

care. We believe children learn and develop best when they are provided

with structure, routine and a mixture of adult led, child initiated and

independent activities. During their time in EY children will become

familiar with the shift to more adult led and independent activities so by

the end of FS2 children will be accustomed to a formal Literacy and

Numeracy session each morning.

Intervention Group Work

The use of accurate and informative assessment data will identify

children who require intervention to help them achieve their full

potential. EY staff will identify target groups and areas of learning for

intervention.

Areas of Learning

The EY is made up of 7 areas of learning and development. 3 Prime Areas

and 4 Specific Areas:

3 Prime Areas

Personal, Social and Emotional Development

Physical Development

Communication and Language

4 Specific Areas

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Literacy

Mathematics

Understanding of the World

Expressive Arts and Design

None of these areas can be delivered in isolation from the other. They

are equally important and depend on each other. All areas are delivered

through a balance of adult led, child initiated and independent activities.

In each area there are Early Learning Goals (ELGs) that define the

expectations for most children to reach by the end of the EY.

Progress towards Early Learning Goals will be reported to parents and the

Local Authority in the format they require. This information will then be

used during the transition into KS1 to ensure a smooth and effective

transfer to National Curriculum.

Transition

At Hedworthfield Primary School and Nursery we are committed:

To ensure a smooth transition between settings, year groups and

key stages for parents, children and practitioners

To ensure information is shared between different settings in

terms of children’s development, learning records and any other

information

To ensure parents, children and practitioners have adequate

information relating to transition

To ensure the children begin their new setting or year group

enthusiastic and ready for learning

At Hedworthfield Primary School, we understand that transition is an

important time for children and parents alike. We recognise its

importance and aim to provide positive opportunities, information and

guidance for all at these crucial times.

Below outlines how we support children to deal with the transitions into

and out of the EY.

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Transition into Nursery

The Nursery teacher reads admission forms for children entering

Nursery and if necessary speaks to the child’s previous setting or

parents/carers to obtain further information about any children

with additional needs.

Previous settings are contacted to ask if any learning records can

be shared.

The children are invited to attend Nursery with parents during a

moving up day. Parents are given information about the Nursery

during this session.

Children attend Nursery in smaller groups for approximately two

weeks, so that practitioners are able to support children’s

transition if necessary.

Flexible arrangements with parents/carers are made if a child does

not settle for example, parents/carers may wish to shorten

sessions.

A questionnaire is sent out to parents/carers before starting

Nursery to gain more information about the children and to give

parents/carers the opportunity to write down any concerns or

worries. This means that any worries and concerns can be

addressed and dealt with straight away.

Transition into Reception

Children in Nursery work with the Reception class for the

Christmas play, Christmas party and during varied organised

activities throughout the year.

The Nursery children spend time exploring the Reception

classroom and take part in activities with the current Reception

children and staff on several dates during the summer term.

Lessons are planned to take place in the hall to allow the children

to experience different parts of the school.

Children attending other nurseries are invited to visit with parents

for a two hour visit.

Children attending Hedworthfield Nursery take part in the whole

school moving up day for a morning or afternoon session. They also

attend additional visit sessions during the summer term.

Parents and children are invited to a welcome meeting which

enables parents to find out more about the reception classroom

and ask any relevant questions that they may have.

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A questionnaire is sent out to parents/carers before starting

Reception to gain more information about the children and to give

parents/carers the opportunity to write down any concerns or

worries. This means that any worries and concerns can be

addressed and dealt with straight away.

Nursery practitioners complete assessment sheets and pass to

Reception staff prior to the children starting in Reception.

Learning Journals from Nursery are passed to Reception.

Children start the term by accessing a shorter session finishing at

2.30pm. After 2 weeks, the children stay full time if ready.

Flexible arrangements are made for those children who find

settling in harder than others.

Transition into KS1

Reception children attend assemblies with the main school during

the summer term and for special assemblies throughout the year.

Reception children join the main school during lunch time play on

the main playground, and in the summer term during playtimes

supported by a member of Reception staff.

During the summer term, Reception adopts a more structured time

table for tasks that is more similar to the experience in Year 1.

Assessments, reports and profile data are shared with the Year 1

teacher at the end of the summer term.

Reception children take part in the ‘Moving up day’ with the main

school.

As far as possible, in the first half of the autumn term, the Year 1

time table remains similar to Reception.

Where applicable, the Early Learning Goals are used to ensure

accurate assessment and planning of learning opportunities for

children. Consideration is given to the links between the seven

areas of learning in the Foundation Stage and the National

Curriculum subjects. Special attention is given to the gradual

introduction of the more formal teaching of year 1.

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Safeguarding

Children learn best when they are healthy, safe and secure, when their

individual needs are met and when they have positive relationships with

the adults caring for them. The welfare requirements are designed to

support providers in creating settings which are welcoming, safe and

stimulating, and where children are able to enjoy learning through play, to

grow in confidence and to fulfill their potential.

We follow the whole school effective safeguarding children policy and

procedures.

We ensure that all members of staff understand the safeguarding policy

and procedures.

We will notify any child protection agency (usually local children's

services or the police) previously identified by the Local Safeguarding

Children Board (LSCB), without delay, of allegations of abuse as above.

Staff in FS should be able to respond appropriately by reporting:

significant changes in children's behaviour;

deterioration in their general well-being;

unexplained bruising, marks or signs of possible abuse;

signs of neglect;

comments children make which give cause for concern

All concerns are reported immediately to the Head Teacher/Deputy Head

Teacher

Premises and Security

The premises, both indoors and outdoors, are safe and secure. They are

regularly checked by the caretaker and the staff within the setting. All

equipment is checked daily by Foundation Stage staff and regularly by

the caretaker.

Foundation Stage staff only release children into the care of individuals

named by the parent.

Foundation Stage staff ensure that children do not leave the premises

unsupervised.

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Foundation Stage staff take steps to prevent intruders entering the

premises with regular attention to the closure of the security locked

doors.

Staff are constantly aware of the whereabouts of other people in the

building and of other users on the premises.

Trips and Visits:

Foundation Stage staff obtain written parental permission for children to

take part in outings.

Essential records and equipment are taken on outings, for example,

contact telephone numbers for the parents of children on the outing,

first aid kit, a mobile phone.

Children’s safety is our number one priority whilst on outings.

For each type of outing the Foundation Stage teacher must carry out a

full risk assessment, which includes an assessment of required adult:child

ratios. This assessment takes into account the nature of the outing, and

considers whether it is appropriate to exceed the normal ratio

requirements (as set out in the Statutory Framework for the Early Years

Foundation Stage).

Medicines:

Medicines will not be administered unless the parent comes into school to

give the child the required dosage. Inhalers and Epi-pens are kept on

premises if required by a child, but are safely stored and used by trained

members of staff. A form must be completed from the school office and

the medication kept there until administration is needed.

Illness and accident:

We have a first aid box with appropriate content to meet the needs of

children.

We keep a record of accidents and first aid treatment. Staff will inform

parents of any accidents or injuries sustained by the child while at school,

and of any first aid treatment given.

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If a child becomes ill or arrives in a sickly condition the staff will contact

the parent/carer immediately and ask them to collect the child. For

sickness bugs a recommended 48 hour absence is made aware to

parents/carers. We ask the parent/carer to contact NHS helpline or

their own doctor for anything more serious and take the advice of

medical practitioner.

We ensure that any animals on the premises are safe to be in the

proximity of children and do not pose a health risk.

If we have reason to believe that any child is suffering from a notifiable

disease identified as such in the Public Health (Infection Diseases)

Regulations 1988, they should inform Ofsted. We will act on any advice

given by the Health Protection Agency and inform Ofsted of any action

taken.

Food and Drink

The children are provided with meals, snacks and drinks. These are always

intended to be healthy, balanced and nutritious. Foundation Stage staff

responsible for the preparation and handling of food must be competent

to do so.

Fresh drinking water is available at all times on request.

Smoking

We ensure that children are in a smoke-free environment.

The School has a no smoking policy which ensures that no one smokes

anywhere on the school grounds.

Behaviour Management

We have an effective whole school behaviour management policy which is

adhered to by all members of staff in Early Years..

Alcohol/Other Substances

When working directly with children, Foundation Staff must not be under

the influence of alcohol or any other substance which may affect their

ability to care for children.

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Foundation Stage staff taking medication which they believe may affect

their ability to care for children, should seek medical advice and only

work directly with children if the medication is unlikely to impair their

ability to look after children.

Risk Assessment

The Foundation Stage staff conduct a daily risk assessment and review it

regularly.

The risk assessment identifies aspects of the environment that need to

be checked on a regular basis. Staff maintain a record of these particular

aspects and when and by whom they have been checked (Appendix 4). The

caretaker also carries out a regular check. The Head Teacher

determines the regularity of these checks according to their assessment

of the significance of individual risks.

[The School] Foundation Stage takes all reasonable steps to ensure that

hazards to children - both indoors and outdoors - are kept to a minimum.

The risk assessment covers anything with which a child may come into

contact.

The premises and equipment are regularly cleaned, and all staff are made

aware of the requirements of health and safety legislation (including

hygiene requirements). This includes informing and keeping staff up-to-

date.

A health and safety policy is in place for the school which includes

procedures for identifying, reporting and dealing with accidents, hazards

and faulty equipment. (See Health and Safety Policy)

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Continence Policy


Continence Policy

At Hedworthfield Primary School our guiding principle is one of inclusion.

We aim to offer excellence and choice to all of our pupils, whatever their

ability or needs. As a school we will follow the policy and practice outlined

in the Local Authority’s continence policy entitled:

‘Promoting Inclusion Supporting the personal development of young

children: Continence’.

Procedures in Foundation Stage 1

Children will be changed in the changing area of our nursery. Staff will

wear a plastic disposable apron and gloves. Soiled clothes will be placed

within one tied plastic bag and then into another.

Parents/Carers of all children will be required to complete the ‘Personal

Care Parental Consent form’ (Appendix 1) when their child begins nursery.

All staff will be made aware of forms and their content. Forms will be

kept in a discrete location in the changing area.

The personal care logs (Appendix 3) will be kept in the changing area and

will be completed as soon after the child has been changed as possible.

Parents will be informed at the end of the session or if their child is

unwell, when they collect their child.

Procedures in Foundation Stage 2

Children will be cared for in the Foundation Stage 2 toilets should an

accident occur. Staff will wear a plastic disposable apron and gloves which

will be placed in a sealed nappy bag after use. Soiled clothes will be

placed within one tied plastic bag and then into another.

The personal care logs (Appendix 2) will be kept by the teacher and will

be completed as soon after the child has been changed as possible.

Parents will be informed at the end of the day or if the child is unwell,

when they collect the child.

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Appendix 1: Personal Care Parental Consent

Appendix 2: FS1 Personal Care Log

Appendix 3: FS2 Personal Care Log

Appendix 4: Risk Assessments

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Appendix 1

Personal Care Parental Consent

I give my permission for the named members of staff to attend to the

personal care needs of my child.

Name of child:

Date of birth:

Personal care requirements:

Members of staff who may undertake the personal care:

Name:……………………………………………………………………………….......

Name:…………………………………………………………………………………...

Name:…………………………………………………………………………………...

Name:…………………………………………………………………………………...

Signature of parent/carer:……………………………………………………………….

Date:………………….

Signature of Teacher: ………………………………………………………Date:………………….

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Appendix 2

Personal Care Log

Name of child:…………………………………………………………………………

Date:

Time: Signature:

Personal care carried out:

Date:

Time: Signature:


Date:

Time: Signature:


Date:

Time: Signature:


Date:

Time: Signature:


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Appendix 3

Personal Care Log

Date:

Name of Child: Time: Personal care

carried out:

Signature:

Date:


carried out:

Signature:

Date:


carried out:

Signature:

Date:


carried out:

Signature:

Date:


carried out:

Signature:

Date:


carried out:

Signature:

Date:


carried out:

Signature:

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Appendix 4


Daily Risk Assessment Foundation Stage 1

Outdoor Possible hazards

Date

Date Date Date Date Comments/issues raised Action to be taken Person/s responsible

Play ground surfaces clean and free from debris

Planting boxes Plants/soil safe

from debris

Hinges finger friendly

Outdoor equipment obtained and maintained by staff-easel/sand pit, willow tunnel and dens.

Check bikes/scooters are safe and maintained

Toys checked for damage before taken out of the storage container

Any other hazards if appropriate.

Hedworthfield Primary School Daily Risk Assessment

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Foundation Stage 1

Indoor Possible hazards

Date


IWB secured to the wall

Plugs and wires secured/No trailing wires

Scissors appropriately placed points down and children reminded how to use the scissors safely.

Tables undamaged

Appropriate space around objects to allow flow of pupils

Stand alone computer secure

Floors clean and no debris

Floors dry/mop available during the day for water spillages and wet sign available

Sand and water trays checked for debris

Carpet area clean, not frayed or loose on the edges.

Toys checked for damage


Daily Risk Assessment

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Foundation Stage 2

Outdoor Possible hazards

Date


Play ground surfaces clean and free from debris

Surrounding fences unbroken

Sensory Garden/Planting boxes

stepping stones safe

Plants/soil safe from debris

Outside doors checked for damage

Hinges finger friendly

Outdoor equipment obtained and maintained by staff-easel/sand and water tray, table.

Check bikes/scooters are safe and maintained

Toys checked for damage before taken out of the storage container

Any other hazards if appropriate.

Hedworthfield Primary School Daily Risk Assessment

Foundation Stage 2

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Indoor Possible hazards

Date


IWB secured to the wall

Plugs and wires secured/No trailing wires

Check snail tank for damage

Scissors appropriately placed points down and children reminded how to use the scissors safely.

Tables undamaged

Appropriate space around objects to allow flow of pupils

Stand alone computer secure

Floors clean and no debris

Floors dry/mop available during the day for water spillages and wet sign available

Sand and water trays checked for debris

Carpet area clean, not frayed or loose on the edges.

Toys checked for damage

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