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Foundation Stage Model Policy

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					                                   Foundation Stage Model Policy



                                       1.     Introduction / Rationale
                                       2.     The Foundation Stage
                                       3.     Aims
                                       4.     Admission
                                       5.     Starting School
                                       6.     Accommodation
                                       7.     Resources
                                       8.     Staffing and Organisation
                                       9.     Curriculum
                                       10.    Learning and Teaching
                                       11.    Play
                                       12.    Assessment
                                       13.    Meeting Individual Needs
                                       14.    Partnership with Parents
                                       15.    Monitoring and Evaluation




1.      Introduction / Rationale
Foundation Stage Model Policy                CEDS Jan 2004                Page 1 of 20
                        This is arguably the most important stage of education provided by your school. It gives every child a firm foundation
                        for successful learning including motivation, positive dispositions and an open approach to lifelong learning. The
                        Foundation Stage deserves a high priority in your school.

                        The following headings are offered as suggestions for a school policy. You need to adapt, modify and personalise
                        the content according to your own philosophy, context, accommodation and provision. You also need to take account
                        of the County Admissions Policy. Much of the content will be familiar to you and it should reflect what your school
                        actually does in practice, as well as your aims and ethos.

                        What really counts is that the policy is meaningful and effective for YOU. i.e. It works for your children, your school
                        and your local community. It should demonstrate your school’s commitment to young children’s learning and the
                        quality of education you provide. It can also form part of the evidence you submit to OFSTED in addition to being a
                        useful tool for school self evaluation.

                        If you want to bring the policy to life, include photographs or children’s work/pictures. If you want to make it really
                        accessible to parents, then make it shorter and leave out any jargon. Don’t forget to involve your Early Years /
                        Foundation Stage Governor at every opportunity.




Foundation Stage Model Policy                                                    CEDS Jan 2004                                                    Page 2 of 20
  2.       The Foundation Stage

  Model Policy                                                              Comment

  This begins when the child reaches the age of three and
  continues until the end of the reception year. We recognise it as
  a crucial stage in education, both in its own right and in
  preparing children for learning in Key Stage 1. We believe that
  all children should be given the best possible start to their
  education. We therefore place great value on the quality of our
  provision in the Foundation Stage.




Foundation Stage Model Policy                               CEDS Jan 2004             Page 3 of 20
  3.       Aims

  Model Policy                                                                 Comment

       To foster positive attitudes to learning including confidence,
        curiosity, responsibility and independence.

       To promote an inclusive ethos and approach to learning for             Make a reference here to your school Equal Opportunities Policy
        all our children to ensure that none are excluded or
        disadvantaged.

       To provide children with a well planned curriculum which
        fosters enthusiasm for learning and is challenging and
        progressive within a stimulating environment.

       To develop children’s’ knowledge, understanding and skills
        in all areas of learning through first hand experiences.

       To provide opportunities for children to make choices and
        become independent in their learning in a variety of safe and
        stimulating environments both indoors and outdoors.

       To establish and maintain a close partnership with
        parents/carers, families and pre-school providers in our
        community.

       To use focussed assessment and record keeping based on
        direct observation of children and discussion with them. To
        use this to inform future planning, monitor progress and
        build on children’s prior learning.




Foundation Stage Model Policy                                  CEDS Jan 2004                                                       Page 4 of 20
  4.       Admission

  Model Policy                                                             Comment

  Our school follows the Cornwall Primary School Admission                 You need to specify exactly what your school‟s arrangements are for
  Arrangements as set out in the annual admissions booklet given           admitting pupils into school. e.g.
  to the parents of prospective pupils in the Autumn term.
  Currently, from the term following their fourth birthday, all               Termly?
  children are entitled to three terms of part time education.                In Sept and Jan of each year?
  In our school we offer ……
                                                                           You do not need too much detail as you can make reference to the
                                                                           booklet:-
                                                                                       How to apply for a place in a reception
                                                                                       class in a Cornish Primary School




  Arrangements for children settling into our school are flexible,         You will also make reference here to your „early years‟ class, or nursery
  so that children are given enough time to feel secure in their           unit if you have these on site. You may also include a mention of a pre-
  new environment.       Parental involvement is valued and                school/play group on site or close by, and your close involvement with
  welcomed with plenty of opportunities for co-operation and               them which helps children to be admitted happily into the school
  collaboration.                                                           environment.

                                                                           In small schools make reference to the fact that children will be joining a
                                                                           mixed age class which includes KS1 pupils i.e. Y1 and Y2 if appropriate.




Foundation Stage Model Policy                              CEDS Jan 2004                                                          Page 5 of 20
  5.       Starting School

  Model Policy                                  Comment

                                                You then need a section which outlines your own procedures regarding
                                                the admission of children into the Foundation Stage class. This could
                                                include details of:-

                                                   “Learning Together” programme
                                                   Appointments to look around the school with Headteacher prior to
                                                    admission
                                                   Opportunities to meet the class teacher
                                                   Opportunities for the children to spend time in their new class with
                                                    parent/without parent
                                                   Parents Information sessions prior to admission to explain school
                                                    life and routines, learning and teaching, assessment including the
                                                    Foundation Stage Profile.
                                                   Home visits.




Foundation Stage Model Policy   CEDS Jan 2004                                                         Page 6 of 20
  6.       Accommodation

  Model Policy                                                          Comment

  We review our accommodation annually to ensure that it meets          You need to be clear about what accommodation your school offers for
  statutory requirements.                                               the Foundation Stage. e.g.

                                                                           within main school/Elliott building
                                                                           additional, adjoining spaces/areas
                                                                           indoors and outdoors
                                                                           shared with Year 1/Year 2 pupils
                                                                           adjoining pre-school or Early Years group

                                                                        Be honest but positive, and include the following features where you can:-

                                                                           access and security
                                                                           a bright, attractive, stimulating classroom
                                                                           a secure outdoor area with a range of surfaces and levels
                                                                           good quality, appropriate furniture offering children the opportunity
                                                                            to be quiet, comfortable and relaxed, as well as more boisterous
                                                                           a range of resources to provide for the six areas of learning in the
                                                                            Foundation Stage.




Foundation Stage Model Policy                           CEDS Jan 2004                                                         Page 7 of 20
  7.       Resources
  Model Policy                                                              Comment


  We review our resources annually to ensure that they are:-                You can adapt this list to personalise it for your school and highlight
                                                                            resources or equipment which are a strength of your overall provision.
       suitable to meet the needs of the children
       in a safe and clean condition for use
       appropriate for all six areas of learning

  Our resources include the following:-

       a good range of quality books housed and displayed in an
        attractive, comfortable area
       sand and water with a variety of equipment
       mathematical and scientific equipment
       materials for imaginative play including some equipment for
        different role play areas
       a variety of papers and tools/implements to make marks and
        write
       a variety of creative media such as paint, clay, wood and
        junk materials
       small and large construction equipment
       computers with concept keyboards, Roamer
       cooking equipment
       growing and living things
       artefacts and interesting objects to handle
       a variety of outdoor play equipment




Foundation Stage Model Policy                               CEDS Jan 2004                                                         Page 8 of 20
  8.       Staffing and Organisation

  Model Policy                                                             Comment

  Our Reception class/children is/are taught by a teacher with an          If your Foundation Stage children are joining a Year 1/Year 2 class, then
  Early Years qualification and/or experience. In addition, the            you need to be clear about this in your policy. In larger schools, you need
  class has a well qualified support assistant on a full/part time         to explain how the Reception classes are organised.
  basis. We also welcome parental help in the classroom and on
  trips and visits which are planned regularly.



  We believe strongly in the importance of keeping our practice up
  to date. We therefore ensure that all our staff working in the
  Foundation Stage attend courses and training on a regular basis
  as part of our school Professional Development Programme.




Foundation Stage Model Policy                              CEDS Jan 2004                                                          Page 9 of 20
  9.       Curriculum

  Model Policy                                                             Comment

  Our core reference document is the QCA “Curriculum Guidance              In a mixed age class it may be worthwhile mentioning that the Foundation
  for the Foundation Stage” which includes the principles for              Stage curriculum in your school also provides the basis for continuity of
  good practice which underpin out provision at this school. To            experience by clearly established links with the National Curriculum
  help us to implement this curriculum, we use the Cornwall                programmes of study for Key Stage 1.
  EYDCP package “Footsteps” as a basis for our planning.


  Our planning is clearly structured and firmly established within         For transition into KS1, please see following page which links the six
  a framework for long, medium and short term and is based on              areas of learning with the National Curriculum subjects.
  termly/half-termly topics. The objectives and programmes of
  teaching/learning in the National Literacy Strategy and National
  Numeracy Strategy are also incorporated into our planning.
  This ensures high expectations and standards for our children.
  The curriculum is organised into six areas of learning:-

       Personal, social and emotional development
       Communication, language and literacy
       Mathematical development
       Knowledge and Understanding of the World
       Physical Development
       Creative Development




Foundation Stage Model Policy                              CEDS Jan 2004                                                          Page 10 of 20
                                                          The Foundation Stage




           Personal, Social     Communication,   Mathematical                   Knowledge and      Physical      Creative
           and Emotional        Language and     Development                    Understanding of   Development   Development
           Development          Literacy                                        the World




                PSHE                English       Mathematics                      Science         Physical         Art &
                                                                                                   Education        Design


             Citizenship                                                             ICT                Sport        Music




                                                                                   History




                                                                                 Geography




                                                                                Design &
                                                                                Technology


                                                                                Religious
                                                                                Education


Foundation Stage Model Policy                                   CEDS Jan 2004                                        Page 11 of 20
  9.   Curriculum
  continued

  Model Policy                                                              Comment


  Within these six areas of learning, the early learning goals
  establish expectations for most children to reach by the end of
  the Foundation Stage. Some children in our school will exceed
  these goals and others will still be working towards them as
  they enter Year 1. The “Stepping Stones” in the QCA Guidance
  provide us with an additional means of assessing progress
  towards the Early Learning Goals.



  Although the six areas of learning form the framework for our             RE is an entitlement for all registered pupils and must form part of the
  planning, we know that children’s learning is not divided into            curriculum for reception children. RE must conform to the Cornwall
  distinct areas. Often, one experience helps a child to develop a          Agreed Syllabus for community and VC schools or the Foundation
  range of new skills and concepts across several areas of                  Documents for VA schools. There is a helpful section within the Agreed
  learning and our planning reflects this.                                  Syllabus for the Foundation Stage. See pages 9-10.



  Our current termly / half termly plans are displayed in the
  classroom and are easily accessible to parents and visitors.



  We encourage parents to become actively involved in their
  children’s learning by sharing curriculum information with them,          Give examples if possible – half termly sheets sent home to parents
  and giving them plenty of opportunities to share information,             outlining the theme/topic, requesting involvement or support on trips etc.
  experiences, thoughts, concerns and resources with us.



Foundation Stage Model Policy                               CEDS Jan 2004                                                          Page 12 of 20
Foundation Stage Model Policy   CEDS Jan 2004   Page 13 of 20
  10.      Learning and Teaching

  Model Policy                                                              Comment

  We believe that our children learn best by being actively
  involved in activities, through first hand experiences and their
  senses. We therefore provide a range of activities which are
  interesting, enjoyable, challenging and fun! Through these, we
  encourage our children to explore, experiment, question,
  investigate, discover, create, practise and consolidate their
  developing understanding, knowledge and skills.

  We firmly believe that if a child is excited and motivated by
  learning, especially in the early days at our school, then we are
  already helping that child to become a lifelong learner.

  We also provide time for children to make choices and explore             This would be a useful place to include your school‟s procedures on –
  ideas and interests in depth. This means that our timescales are
  flexible when necessary. For example:                                        Whole school assembly. Do the Reception children attend?
                                                                                Sometimes? Any special or sharing assemblies?
                                                                               Playtime. Do the Reception children have a separate time or
                                                                                playground?
                                                                               Snack time. Do the Reception children have this? When? Why?



  We recognise that children learn in different ways and at                 If your school has developed this area, then it would be worth making a
  different rates.                                                          brief reference to the learning/teaching styles and strategies you employ.

                                                                            If you wish to include any further detail for this section, or would like to
                                                                            highlight a particular focus for your school, please see Page 20 – 23 of
                                                                            the QCA Guidance.




Foundation Stage Model Policy                               CEDS Jan 2004                                                            Page 14 of 20
  10. Learning and Teaching
  continued

  Model Policy                                                                 Comment


  In our school we choose to cover the elements of the Literacy                A statement explaining what you do in your mixed age class is essential.
  Hour and the daily mathematics lesson across the whole day,                  e.g. Whole class phonics for 10/15 minutes, then Foundation Stage pupils
  rather than in a single unit of time as in Year 1 and beyond. We             complete a practical activity with the classroom support assistant.
  place particular emphasis on children developing their speaking
  and listening skills through the modelling of appropriate                    For further information please see:
  language, play and rich, first hand experiences. Towards the
  end of their reception year, we prepare children for a full literacy         1. EYDCP‟s publication on “Mixed Ages”
  hour and mathematics lesson.
                                                                               2. NLS “Guidance on the organisation of the NLS in Reception
                                                                                  classes”

                                                                               3. NNS “Guidance on the organisation of the daily mathematics
                                                                                  lesson in Reception Classes”




Foundation Stage Model Policy                                  CEDS Jan 2004                                                       Page 15 of 20
  11.      Play

  Model Policy                                                              Comment




                                                                            You may wish to consider adopting a separate policy on play, particularly
  We believe that “well-planned play is a key way in which
                                                                            if you have an early years or nursery unit. This could include details on
  children learn with enjoyment and challenge during the
                                                                            planning, resources, organisation and the role of adults in supporting
  foundation stage.”                         (QCA Guidance)
                                                                            effective play.




  We therefore ensure that children have plenty of opportunities to
  play in a secure environment with effective support from caring
  adults. We use the classroom and our outdoor area to enable
  children to access both planned, structured play activities and
  self-initiated, spontaneous play activities.




Foundation Stage Model Policy                               CEDS Jan 2004                                                        Page 16 of 20
  12.      Assessment

  Model Policy                                                              Comment

  Our assessment of pupil progress through the Foundation Stage             In your policy you can give specific details about your procedures for
  is based on regular and close observations as well as                     assessment, links with planning, teaching and learning, the Foundation
  questioning, listening and discussion with individual children.           Stage Profile and the opportunities you give for formal and informal flow
  In this way, we are able to make professional judgements about            of information between home and school.
  what children have learnt as well as through the activities
  children have completed. We involve all adults who come into
  contact with the child and regard parents as especially
  important in this respect. We therefore want to ensure that
  parents are able to contribute to the assessment process
  through an ongoing dialogue between home and school.

  On entry to school we make initial assessments of what children
  already know, understand and can do. We then share this                   You will include here your own system of „On Entry‟ assessment e.g.
  information with parents and set targets. On a regular basis we           using either:
  track each child’s progress against specific learning objectives,          The Cornwall Entry Profile
  record significant achievements and report to parents at regular           The Early Stepping Stones booklet
  intervals i.e. termly. We encourage parents to be actively                 A first entry in the QCA Foundation Stage Profile pupil booklet
  involved in achieving agreed targets with their children. During
  the school year we hold Parents’ Consultations with an
  appointment system as well as opportunities for informal
  discussions between home and school. At the end of the school             You may wish to add further detail to this section or include the detail in
  year in the summer term, we give parents a written report which           your whole school Assessment Policy.
  shares information about their child’s progress in the six areas
  of learning, invites comments and provides an opportunity for
  discussion.                                                               For further reference please see
                                                                            The QCA Foundation Stage Profile Handbook
  During the summer term each child’s achievements within the
  Foundation Stage Profile are summarised and data submitted to
  the LEA as part of statutory assessment.




Foundation Stage Model Policy                               CEDS Jan 2004                                                           Page 17 of 20
  13.      Meeting Individual Needs

  Model Policy                                                               Comment

  We provide a safe and supportive learning environment at our               You may wish to make direct reference to your whole school policies on:
  school where the contribution of all children is valued. We also
  employ a wide range of teaching strategies based on children’s’               special educational needs
  experiences, interests, skills and learning needs. In particular              equal opportunities
  we plan carefully to meet the needs of:                                       children with English as an additional language

       boys and girls                                                       This will depend on your own context and circumstances. Inclusion is a
       children with special educational needs                              key theme at present and even if your children‟s‟ backgrounds are
       children with disabilities                                           predominantly white for example, you need to face the challenge of
       children from all social, cultural and religious backgrounds         preparing them for living in a diverse society. Including a statement in
       children of different ethnic groups including Travellers and         your policy makes your intention clear.
        refugees
       children from diverse linguistic backgrounds.

  In addition, we select our resources, equipment and materials
  thoughtfully, choosing those which positively reflect diversity
  and are free from discrimination and stereotyping.




Foundation Stage Model Policy                                CEDS Jan 2004                                                         Page 18 of 20
  14.      Partnership with Parents

  Model Policy                                                              Comment

  We firmly believe that “parents are children’s first and most             At this point you could include a list of ways in which you put this
  enduring educators.”                         (QCA Guidance)               philosophy into practice.
                                                                            For example:-
  To this end we work hard to promote a successful partnership
  with a two-way flow of knowledge, information and expertise.                 Home visits prior to admission
                                                                               Parents are welcomed into school/classroom. How? When? Signs,
                                                                                voluntary support etc.
                                                                               Parents views and knowledge about their own child are listened to
                                                                                e.g. on admission, arrangements for formal/informal consultations
                                                                               Parents are given clear information about the school e.g. prospectus,
                                                                                policy, newsletters, displays, meetings, workshops, etc.
                                                                               Parents are able to stay in school with their child if necessary to help
                                                                                their child to settle down and feel secure in the new environment
                                                                               Parents and other family members are encouraged to support their
                                                                                child‟s learning e.g.
                                                                                             Through „Learning Together‟ programme
                                                                                             Toys and books library
                                                                                             Sharing reading book
                                                                                             Visits and celebrations
                                                                                             Postcards/books about holidays etc.
                                                                                             And many more!

                                                                            It would be helpful to name the groups with which you have links and then
  Our school has close links with the local pre-school / playgroup          explain how you maintain close liaison e.g.
  / nursery which is based at ……
                                                                               Class teacher visits pre-school
                                                                               Children visit school prior to admission
                                                                               Classteacher and pre-school leader meet regularly to discuss
                                                                                planning, transition, assessment
                                                                               Informal social occasions, fund raising etc.
                                                                               Professional development and training


Foundation Stage Model Policy                               CEDS Jan 2004                                                           Page 19 of 20
  15.      Monitoring and Evaluation

  Model Policy                                                               Comment

  This policy is monitored on an annual basis by                             Complete as appropriate for your school e.g.

       Headteacher                                                             Deputy Headteacher
       Governor responsible for the Foundation Stage/Early Years               Foundation Stage/Early Years Co-ordinator
                                                                                Governor responsible for the Foundation Stage/Early Years

  It also forms part of our annual school self evaluation process
  and will therefore be incorporated into our School
  Development/Improvement Plan as appropriate.




  Policy adopted by staff:                               (date)


  Policy adopted by governors:                           (date)


  Date for review:




Foundation Stage Model Policy                                CEDS Jan 2004                                                      Page 20 of 20

				
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