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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
