Foundation by taoyni


									  Early Years
Foundation Stage

      June 2009

          Early Years Foundation Stage (EYFS) Policy
Whole school Aims                                 3

EYFS Philosophy                                   3

The EYFS – Learning and Development               4

Planning                                          10

Observation and assessment                        11

Supporting every child                            11

Play and exploration and Active Learning          11

The Learning environment                          12

Organisation                                      17

Admission Policy                                  17

Transition                                        19

Key Person                                        20

Parents as Partners                               20

Behaviour and Discipline                          21

Snack bar                                         21

Activity Fund                                     22

Celebration Days                                  22

Special Educational Needs                         23

Equal opportunities                               24

Safeguarding                                      24

Premises and security                             24

Outings                                           24

Medicines, illnesses and injuries                 24

Whole school aims
The aims for the EYFS are the same as for the whole school and are outlined below.

At Wollescote, we believe each child is entitled to quality education.

What we want for our children:

      The full potential of each child developed
      High standards of achievement in both learning and behaviour
      A good preparation for all aspects of adult life
      To be responsible members of society
      To feel secure, confident and valued

How we try to achieve it:

      Setting high expectations in all areas of school life
      Offering a broad balanced and differentiated curriculum
      Providing a stimulating environment for learning
      Teaching each child according to their needs
      Giving equal opportunities to all children regardless of their gender, race or religion
      Fostering close co-operation between parents, staff and pupils
      Valuing and serving the local community
      Continually trying to improve the quality of what we offer
      Managing our resources well
      Offering a secure, stable and caring environment

We work for success.

EYFS Philosophy
At Wollescote Primary School, we believe that children in the EYFS need to experience a wide
variety of first hand, practical learning opportunities to enable them to develop to their full

We aim to provide a secure, enjoyable and caring educational environment where each and
every child feels valued. We ensure continuity between Nursery and Reception so that children
can build on skills already developed and follow routines that flow with their needs and with
which they feel safe and confident throughout their Early Years, in preparation for their future
years in school.

                                     The EYFS
Learning and Development

The EYFS framework is used to develop and guide our policies and practice to ensure that all
children receive an appropriate play based approach to learning that meets their individual

The Early Years Foundation Stage is from birth to 5 (the end of a child‟s time in Reception.)

There are 6 areas of Learning and Development set out in the framework – they recognise that
children develop and learn in different ways and at different rates:

         Personal, Social and Emotional development;
         Communication, Language and Literacy;
         Problem Solving, Reasoning and Numeracy;
         Knowledge and understanding of the World;
         Physical development;
         Creative development.

All areas of learning and development are equally important and inter-connected. None of the
areas can be delivered in isolation from the others. They depend on each other to support a
rounded approach to child development. All areas are delivered through planned, purposeful
play, challenging and enjoyable experiences, with a balance of adult-led and child–initiated

Personal, Social and Emotional Development
We aim to encourage and support the children within a secure environment; staff provide
routines that flow with the needs of the children, share clear expectations with the children and
demonstrate good role models by their positive and caring attitude.

Attitudes we will encourage are:
          - Valuing self and others
          - Respect for ones self and others
          - Co-operation
          - Independence
          - Confidence
          - Responsibility
          - Empathy
          - Motivation
          - Excitement to learn
          - Interest
          - Perseverance
          - Autonomy

We will help children to understand:
         - The needs, views and feelings of themselves and others
         - Acceptable social behaviour
          -   The significance of living things
          -   Ourselves in relation to the world around us
          -   The fact that actions have consequences
          -   Fairness and justice

We will help to develop skills which will enable a child to:
         - Form relationships with adults and other children
         - Co-operate
         - Function as part of a group
         - Concentrate
         - Take turns and share
         - Cope with feelings
         - Communicate feelings, needs and wishes
         - Recognise right and wrong
         - Negotiate
         - Take responsibility

Communication, Language and Literacy
We aim to increase children‟s confidence to use verbal and non-verbal communication through
praise and by showing respect for the contribution of each child.

We recognise that the four facets of language (speaking, listening, reading and writing) are
interlinked and that the first two are solid foundation for the latter. We aim to develop each child
in these four areas, although at different levels and with different emphasis, according to
individual need and stage of development.

Communication, language and literacy development is about:
       - Speaking and listening
       - Reading
       - Writing

Speaking and Listening

Attitudes we will encourage are:
          - Confidence
          - Desire to communicate
          - Respect for the contributions of others
          - Enjoyment

We will help children to understand:
         - The range and variety of different languages
         - The appropriate use of language in different situations
         - Communication being a two-way process

We will help to develop skills which will allow a child to:
         - Listen
         - Follow instructions
         - Communicate
         - Take turns
         - Express needs and feelings

          - Describe
          - Question
          - Negotiate


Attitudes we will encourage are:
          - Confidence
          - An interest and love of books
          - Enjoyment
          - Concentration
          - Of stories read and told
          - Exploration and enquiry

We will help children to understand:
         - The elements of stories
         - How to handle books
         - The fact that print conveys meaning
         - The variety of media including books, ICT, and print in the environment
         - Rhymes and rhymes patterns in words
         - Linking letters and sounds

We will help to develop skills which will allow a child to:
             - Handle and use books
             - Behave as a reader
             - Predict what might happen
             - Differentiate between print and pictures
             - Recognise letters and words
             - Explore sounds of letters and patterns of words
             - Listen to stories read and told


Attitudes we will encourage are:
          - Confidence
          - Enjoyment
          - Respect for own and others‟ representations

We will help children to understand:
         - Different ways of making marks
         - Representing speech and thoughts in a written form
         - The difference between writing and drawing
         - The meaning of print
         - Writing for different purposes
         - Direction of print
         - Upper and lower case letters
         - Words, spelling and the use of spaces

We will help to develop skills which will allow a child to:
         - Manipulate tools to make marks
         - Communicate ideas through drawing
         - Represent words and letters

          - Begin to form letters
          - Spell words correctly, or in a phonetically plausible way
          - Concentrate

Problem Solving, Reasoning and Numeracy
We aim to provide opportunities for the children to acquire mathematical concepts and language
and to promote reasoning skills through planned activities and experiences that involve active

Problem Solving, Reasoning and Numeracy encompasses 3 areas:
        - Numbers as labels and for counting
        - Calculating
        - Shape, space and measure

Attitudes we will encourage are:
          - Confidence
          - Curiosity
          - Questioning
          - Perseverance
          - Seeing oneself as a mathematician

We will help children to understand:
         - Number
         - One to one correspondence
         - Measures (eg length, capacity, money and time)
         - Shape, space and position
         - Sets and sorting
         - Pattern
         - Mathematical vocabulary
         - Basic concepts of adding and „taking away‟

We will help to develop skills which will allow a child to:
         - Use mathematical language in real life situations
         - Apply mathematical knowledge to solve problems
         - Sort, Match, Compare
         - Recognise and recreate patterns
         - Estimate, Predict, Question
         - Count, Order, Sequence
         - Add and take away
         - Classify , Measure
         - Recognise numerals

Knowledge and Understanding of the World

We provide experiences which are intended to encourage the children to use their senses, to
experiment and to develop observation skills, to question, to make predictions and solve
practical problems. First-hand experiences are an important means of achieving this, as well as
learning how to use equipment and tools appropriately. We also introduce children to ICT
equipment and provide opportunities to use equipment and software to support their learning.

Attitudes we will encourage are:
          - Curiosity          - Care for living things
          - Inventiveness      - Care for the environment
          - Creativity         - Critical reflection
          - Perseverance       - Confidence
          - Concentration

We will help children to understand:
         - Living things and their environment
         - Materials and their properties
         - The process of change
         - The passage of time in their lives and of their family
         - The lives of people in the local environment
         - Tools and their uses
         - Cultures and beliefs
         - Similarities, differences, patterns and change

We will help to develop skills which will allow a child to:
          - Observe                - experiment
          - Investigate            - question
          - Explore                - evaluate
          - Hypothesise            - interpret
          - Compare                - predict
          - Design                 - plan
          - Make                   - test
          - Describe               - communicate ideas
          - Record                 - use the senses
          - Reflect                - use tools and materials appropriately
          - Disassemble            - assemble
          - Identify and solve problems
          - Build and construct
NB. Children will have opportunities to use ICT equipment and software to support their
learning in all of the 6 areas of learning.

Physical Development

Children will have opportunities to acquire a range of physical skills. They will gain increased
body control, developing both fine and manipulative movements, whole body control and
experience of using a variety of equipment. We recognise that young children need space, both
indoors and out, to be able to move freely and be spontaneous; the environment needs to be
checked constantly to ensure safety.

We aim to encourage the children to gain independence and confidence with the self-help skills
of dressing and toileting. In addition we aim to develop positive attitudes towards a healthy and
active life style.

Physical development encompasses the teaching and learning of both gross and fine motor

Attitudes we will encourage are:
          - Confidence
          - Persistence
          - Patience
          - Determination
          - Co-operation
          - A healthy and active lifestyle

We will help children to understand:
         - Physical abilities
         - A variety of equipment and tools
         - What our bodies need to be healthy

We will help to develop the skills which will enable a child to:
         - Develop special awareness
         - Co-ordinate
         - Run, Jump, Climb
         - Balance
         - Kick, Throw, Catch
         - Carry, Steer
         - Manoeuvre, Move with control
         - Use tools

Creative Development

We aim to create a welcoming, pleasant, educational environment; we do this by using children‟s
work and displaying images which are positive and encourage the development of multicultural

We encourage children to express themselves creatively. We give the children opportunities to
explore and investigate the world around them to record their observations and respond
imaginatively. We intend that the children will acquire a range of skills through a curriculum that
introduces a variety of media and techniques and which uses examples of work by others to
broaden the children‟s experiences and encourage them to start making judgements about what
they do and do not like.

Creative development encompasses art and craft, using a variety of media, imaginative play and
learning, music, dance, drama and role-play. Creativity is having the freedom to express
yourself in everything you do, in whatever way you choose, and about extending and supporting
thinking in a way that supports imaginative ideas and builds a sense of satisfaction.

Attitudes we will encourage are:
          - Confidence to experiment without an end produce
          - Creativity
          - Imagination
          - Appreciation of creations of others, including well known artists, and of own
          - Enjoyment
          - Response to stimuli
          - Enthusiasm
          - Exploration

We will help children to understand:
         - Colour, shape, pattern, texture, form and space
         - A variety of materials
         - The range and appropriate use of tools and materials
         - The variety of ways to represent and express feelings through:
                   ~ music      ~ dance
                   ~ stories    ~ 2D and 3D work
                   ~ imagination and role play

We will help develop skills which enable a child to:
         - Observe,
         - Explore
         - Experiment
         - Respond
         - Use the senses
         - Concentrate
         - Be creative
         - Be expressive
         - Use tools
         - Interpret
         - Listen and respond to music
         - Use musical instruments

At Wollescote we strive to provide a rich variety of educational experiences for children
throughout Nursery and Reception. Language and social development are central priorities
which go hand in hand through a child‟s early years. We organise our continuous and enhanced
provision around the six areas of learning and development .

We firmly believe in the importance and value of play and first hand experiences, both of which
are central to a child‟s intellectual, physical, social, aesthetic and emotional development, and
therefore experiences are developed through purposeful play opportunities – both adult –led and

In Nursery and Reception, we plan in three stages – using the EYFS practice guidance for

   Long term    - this gives a broad overview of the areas of learning and development and
                   includes events throughout the year including festivals to be celebrated.

   Medium term - this is our continuous provision planning. These are related to all areas of
                  the continuous provision and matched to the Development Matters to show
                  which areas of learning are developed through the provision.

   Short term   - this is recorded at the end of each session – relating to observations made
                   of the children and of children‟s interests. Enhancements are made to the
                   provision as needed. This also includes key worker planning for group
                   sessions and phonics planning.
Observation and assessment

Staff ensure that they build respectful and caring relationships with all children and families while
focusing on learning and achievement. They observe children sensitively and respond
appropriately to encourage and extend curiosity and learning. By observing and listening they
discover what children like to do, and when they feel confident, scared or frustrated. They are
able to tune in to, rather than talk at, children, taking their lead and direction from what the
children say or do.

Sensitive observations are made of all children to find out about their needs, what they are
interested in and what they can do. Children's responses to different situations are noted. These
observations are then analysed and children's achievements or their need for further support
then highlighted. Next steps for children are then identified. Parents are involved as part of the
ongoing observation and assessment process.

Photographs are used to support observations as evidence that is included in each child‟s
learning journey folder – these are completed on an ongoing basis by the key person and
contributions are made by the child and their parents.

In Nursery, each child‟s development is matched to the Development Matters age bands each
term, summative comments are made on each area of learning and next steps identified. These
also include the child and parent‟s voice. These are completed by the child‟s key person using
evidence in the learning journey folder and their knowledge of the child. At the end of the year
these are passed onto the Reception teacher.

In Reception children‟s progress is recorded against the EYFE profile. Each half term, progress
is monitored to ensure that all children are making the expected progress and appropriate
interventions are put in place for those that aren‟t. The Reception Teachers work alongside the
Early Years Co-ordinator throughout the year to monitor and moderate the accuracy of the data
collected. The profile results are collated at the end of the year and submitted to the LA the last
Friday in June.

Supporting every child
We recognise that every child's learning journey is unique to them. Children need sensitive,
knowledgeable adults who know when and how to engage their interests and how to offer
support at different times. They benefit from a range of experiences, including those that are
predictable, comforting and challenging.

Play and exploration and Active Learning

Active learners need to have some independence and control over their learning to keep their
interest and to develop their creativity. Our environment, resources and routines are such that
allow all children to be active learners.

The Learning environment
Through developing a learning environment both indoors and out that is interesting, stimulating,
independently accessed by the children and enhanced by staff to reflect the interests of the
children we aim to ensure that all children develop as independent, confident, competent

Young children do not separate their learning into curriculum areas, however it is important that
as professionals we define these areas of learning through the continuous and enhanced
provision and provide a broad and balanced curriculum. This helps us to meet the needs of
individual children and offer them the opportunities to achieve their full potential.

The continuous provision will ensure that children are able to access all 6 areas of learning.

The areas of continuous provision within the EYFS are:

          -   Role play
          -   Small world
          -   Creative area
          -   Construction
          -   Sand play
          -   Water play
          -   Reading area
          -   Writing and mark making
          -   Music and dance area
          -   Discovery/investigation area
          -   Maths area
          -   Developmental movement area
          -   ICT
          -   Snack bar
          -   Outdoors

The aims of these provisions are to help children to become automonous, creative and
motivated learners in control of, and initiating their own learning. This is the best preparation
and foundation for learning within the National Curriculum at Key Stages 1 and 2, and beyond.
The provision we provide will be:
          - Active, giving children plenty of hands on involvement, rather than passive learning
          - Meaningful to the children: in terms of their own interests and experiences outside
             of school
          - Experimental: plans for learning by doing, talking, experimenting
          - Exploratory: encourages curiosity
          - Developmentally appropriate: to age and stage
          - Integrated: holistic and not broken down into areas of learning unfamiliar and
             meaningless to children

Role play
The role play area will provide learning opportunities for children to:
          - Imitate actions, language in role playing situations based on real life experiences.
          - Have fun with language, make up stories, dramatise a story
          - Develop conversation skills
          -   Enjoy pretending
          -   Play collaboratively with others
          -   Show respect for others thoughts and feelings
          -   Express one‟s own thoughts and feelings in a socially acceptable way
          -   Use imagination in fantasy play
          -   Extend vocabulary

Small World Play
Small world play will provide learning opportunities for children to:
          - Play independently and/or co-operatively
          - Express thoughts, explain and try out ideas
          - Sort and count
          - Describe positions
          - Relate models to real places, people and things
          - Use imagination in fantasy play
          - Have fun with language, make up stories, dramatise a story
          - Enjoy pretending
          - Extend vocabulary
          - Develop fine motor skills

Creative area
The creative area, also encompassing textiles and junk modelling will provide learning
opportunities for children to:
          - Use paint to express own feelings
          - Explore colour including shade and tone
          - Mix secondary colours
          - Paint a picture or pattern of own choice
          - To paint a picture of a given subject
          - Select and use medium for applying paint (brushes, sponges etc)
          - Print with a variety of objects
          - Explore use of crayons, pastels, charcoal etc
          - Use a variety of collage materials
          - Collage a picture or pattern of own choosing, selecting own materials
          - Develop skills with scissors and other tools
          - Use imagination
          - Develop language when talking about own work and work of others
          - Be able to fix things together/select appropriate glue
          - Value own work and work of others
          - Explore colour, shape and form

The construction area will provide learning opportunities for children to:
         - Develop concepts of shape and space
         - Improve manipulatiave skills by pushing, pulling, clicking, twisting, turning and
         - Develop hand to eye co-ordination
         - Develop imagination, innovation, creativity
         - Develop problem solving ideas, building skills
         - Relate models to real things
         - Interact with others, negotiating plans and activities and taking turns
         - Develop concentration and perseverance
Sand play will provide learning opportunities for children to:
         - Use a range of containers to make models and shapes
         - Identify features of the natural world
         - Learn appropriate vocabulary to describe sand and shapes created
         - Create imaginary world in small world environment (diggers, desert island)
         - Make patterns using rakes, combs and vehicles
         - Recognise and recreate simple patterns

Water play will provide learning opportunities for children to:
         - Explore the properties of water, including ice
         - Use a variety of containers to explore capacity
         - To learn languages such as full, empty, more, less, bubbles, soapy etc
         - Use a range of equipment with hole and experiment with water flow
         - Create water environments (small world play)
         - Use pump, tubes and siphons
         - Use water wheels to learn about the force of water

Reading area
The book area will provide learning opportunities for children to:
         - Become motivated and excited to learn with books
         - Respond in a variety of ways
         - Handle books appropriately and with respect
         - Listen attentively and with enjoyment to stories, rhymes and poems
         - Know that print carries meaning and become familiar with the conventions of
         - Role play and make up own stories

Writing and mark making area
The writing and mark making area will provide learning opportunities for children to:
          - Select a range of materials to make marks with and on
          - Attempt to write and make marks for a variety of purposes (list letter etc)
          - Use a pen and pencil with increasing control
          - Gain confidence in behaving „as a writer‟ and enjoy making marks to communicate
          - Practice forming letters correctly
          - Sound out phonetically simple words
          - Know that English is written left to right, top to bottom

Music and dance area
The music and sound making area will provide learning opportunities for children to:
        -   Explore and identify sounds with a variety of stimuli and resources
        -   Use imagination in producing sound patterns and accompaniments
        -   Explore and respond to pace rhythm pitch, timbre and pattern
        -   Listen and value own work and work of others
        -   Sing along to new and familiar songs
        -   Listen to recorded music including music from other cultures
        -   Move in a variety of ways to pieces of music
        -   Use props to support dance

Discovery/investigation area
The investigation/discovery area will provide learning opportunities for children to:
        -    Explore the natural world and changing seasons
        -    Explore scientific and technological equipment
        -    Stimulate language and extend vocabulary
        -    Explore shapes and patterns
        -    Develop and encourage skills of observation and investigation
        -    Treat property with care and respect
        -    Use all 5 senses to explore objects and materials

Maths area
The maths area will provide opportunities for children to:
         - Develop their skills at counting, number recognition and ordering
         - Explore shape – both 2D and 3D
         - Investigate measures- including length, weight and capacity
         - Develop skills at matching, sorting and comparing

Developmental movement area
The developmental movement area will provide opportunities for children to:
              - Develop a range of gross motor physical skills, which in turn will allow them
                  to have better control over their fine motor skills
              - Develop confidence in their own capabilities
              -   Allow children to gain further control with balance and a greater awareness
                  of where their body parts are in relation to others
ICT will provide learning opportunities for children to:
          -   Develop keyboard and mouse skills
          -   Select programmes/ICT devices to support learning
          -   Explore stories
          -   Have a sense of how ICT helps us in everyday life
          -   Explore how things work
          -   Investigate using their senses
          -   Understand that people control ICT

Snack bar
Snack bar allows the opportunities for children to:
                - Make independent decisions regarding when they are hungry or thirsty
                - Make own choices when selecting their own choice of food and drink
                - Make and express likes and dislikes
                - Develop self help skills – pouring own water, peeling fruit and clearing away
                - Develop their own awareness of hygiene practices

We have an open door, free-flow policy where the outdoor learning environment is given equal
importance to the indoors. It is available to the children for the majority of the session as part of
the continuous provision. It is possible for all areas of indoor continuous provision to take place

It is also possible to work on a much larger scale outside.

         -   Enormous artwork
         -   Elaborate water play
         -   Role play such as garage or builders
         -   Large scale construction

In addition, the outdoor area extends children‟s learning and offers unique opportunities which
are not available indoors including:
          -    Wheeled toys to develop co-operation and sharing and co-ordination
          -    Gardening, and the requirements to enable plants to grow and flourish
          -    To learn about and respect the local environment and natural world
          -    First hand experiences of the seasons and weather
          -    Climbing equipment to develop gross motor skills such as climbing, balancing and
          -    Variety of sport equipment to promote healthy lifestyles including balls, cones and

The children either attend the:

       Morning session   - 8.30am - 11.30am          or
       Afternoon session - 12.15pm - 3.15pm

On occasions, if there are spaces available, children are able to attend both sessions, although
this is always on a temporary basis and is reviewed monthly.

The children belong to one of four key person groups with one of the Nursery teachers or
Nursery Nurses as their key person.


Reception children attend full time from 8.45 am until 3.00 pm.     Lunchtime is from 11.55 pm.
until 12.45 pm.

The children belong to one of four key person groups with either a class teacher or Nursery
Nurse who is responsible for their pastoral care. At all times, the teacher will retain overall
responsibility for the children and will provide appropriate leadership. It is the teacher‟s
responsibility to ensure that:-

-    Specific procedures are known – First Aid, Safety, Confidentiality.
-    The purpose and expected outcome of tasks are known.
-    Discussions are arranged to review and plan the progress of individual children.

Specific arrangements are made to introduce the children to, what may be, difficult routines that
they need to adjust to, for example lunchtimes and assemblies.

Admission Policy


We offer 50 places in the morning and 50 in the afternoon. As we are designated as an
„Enhanced‟ Nursery by the Local Education Authority, 6 of the morning places are for children
identified as having special needs by the Pre-school Special Needs Service.

Children attend mornings or afternoons each weekday. Once offered a place, children are
expected to attend regularly. Because of the high demand for places, poor attendance may
result in the place being withdrawn.

Places are allocated on a part-time basis. Full-time places are given when there are places
available. These are given on a temporary basis and reviewed monthly. In such instances, the
child returns home at lunch-time.
We hope to be able to offer all children at least 3 terms Nursery experience before entering
school. Children are eligible to start once they reach their third birthday, if places allow.

Sometimes, there is more demand for places than we can offer. Parents are advised to enrol
their children on the Nursery waiting list once they reach the age of 2½. A place will be offered
as soon as possible. However, priority is given to children identified as having certain
educational or social needs.

The following categories guide our decision-making when a place becomes vacant.
Priority is given to:

   a. Children referred by psychological, welfare or medical agencies;
   b. Children with special physical, sensory, emotional or cognitive needs including children in
      need of language support;
   c. Children from overcrowded or poor housing conditions;

   d. Children from one-parent homes or where a parent is ill or disabled;
   e. Children who have reached their fourth birthday;
   f. Children registered on the waiting list.
We try to be as fair as possible. The child‟s needs come first. The criteria for a Nursery place is
not influenced by the child‟s future school.


We are a two form entry reception with an intake of up to 60 children. All children start in the
September in the school year they will be 5.

For admission into Reception, the school follows the Borough Admission Policy.

         -    Parents must register their child in the October of the year in which the child
             becomes three years old
         -    Parents should not register for more than one school
         -    Parents are notified of the outcome of their registration during the March prior to
             their admission to Reception
         -    Attendance at Nursery does not guarantee admission to school, separate
             procedures apply
         -    Places at Reception are allocated on the basis of the following priorities:
                    a) To children for whom the school is the most suitable available school to
                       meet either the child‟s special educational needs as identified on a
                       statutory statement of special educational needs or other medical needs of
                       the child
                    b) To children who have a brother or sister already at the school who will still
                       be attending the school at the time of entry
                    c) On the basis of proximity.

Starting Nursery
When a child is due to start Nursery, the parents will be contacted and the child is then visited at
home by Nursery staff and invited into Nursery for a pre-nursery visit. At the home visit, all
appropriate forms for their child starting Nursery will be completed and the child‟s Birth
Certificate will be seen. The parents will then be given several dates when they will be able to
bring their child into Nursery and stay with them to meet the staff, other children and to get to
know the environment. At these times, the child will be told which key person group they will be
going into and the date and times they are to start Nursery. We have a staggered start system
with only a few children starting in any one session at a time. This helps maximise the attention
that can be given to children during their first few days in Nursery, increasing the chances of a
happy and successful start.

The main admission times for Nursery children are in September and January of each school
year, although children will often start if there are spaces available when they reach their 3rd

Starting Reception
During the half-term before the children start in school, parents are notified by letter of the
teacher their child will have, and invited into school for an informal induction meeting where they

  a)   Introduced to the Headteacher and their child‟s teacher;
  b)   Informed of the day to day organisation of Reception;
  c)   Asked to confirm details on their child‟s admission form;
  d)   Given a school prospectus and guided to specific relevant information in it;
  e)   Given a tour of the school;
  f)   Informed of arrangements for reporting to parents;
  g)   Notified of further meetings to be held once their child has started school.

       A Petwari interpreter is provided.

Any parent who is unable to attend this meeting, is welcome to see Reception staff to arrange a
time more appropriate for them.

Children in our Nursery visit Reception for sessions during the second part of the summer term.

Any child due to start in Reception who has not attend Wollescote Nursery is visited by
Reception staff at home or their current setting, as well as being invited to attend an induction
session. Any child not transferring to our Reception class form Nursery has their learning
journey folder passed on to the appropriate school.

If children start in Reception during the year then individual arrangements are made tailored to
the particular child‟s circumstances.

Transition to Year One
Parents are notified at the Summer Term Parent‟s Evening of the teacher their child will have in
Year 1 and during the Summer term; normal school transition procedures are followed to ensure
information is passed on to the child‟s next teacher.

Key Person
The National Standards describe key persons as “providing a vital link with parents and carers
and crucial in settling children into the setting”. Ofsted (2001).
We follow this way of working in which the whole focus and organisation is to enable and
support close attachments between individual children and individual members of staff. Each
child is assigned their own key person for their time in Nursery and Reception – we try our very
best to ensure that this person remains the same – however there are instances when key
persons do have to change.
The key person makes sure that, within the day to day demands of the Nursery or Reception
class each child feels valued by someone in particular . The child will experience a close
relationship which is consistent and helps in building confidence, trust and security.

Parents as partners
We acknowledge and value the fact that parents are a child‟s first educator and they have a
unique understanding of their child. We are committed to building positive relationships with
parents to ensure an effective home-school partnership, which we believe is essential for each
child to develop fully. At Wollescote, we aim to create a welcoming atmosphere for all parents.

We actively aim to involve parents in their child‟s learning and we appreciate how significantly
they can influence their child‟s performance.
Throughout their time in the Nursery and Reception ,we encourage parents to bring children into
the building at the start of a session and help to settle them. We value the information parents
can give us about their child, and try to ensure that we speak to all parents regularly to maintain
the exchange of information and develop a positive relationship. Parents are encouraged to
contribute to their child‟s learning journey whenever possible.

We invite parents into Nursery and Reception for open days, so that they can see exactly what
the children do. This also provides the opportunity to discuss progress and to see the learning
journey folders.

At Wollescote, we encourage parents to come and work with the children on a volunteer basis,
which involves them helping children with activities within the classroom. Parents who come in
to help need to be medically and criminally cleared.

In Reception and Nursery, we try to keep in regular contact with parents through Newsletters,
and we also provide several booklets and leaflets to help explain the things that we do in school.

Once a year in the Summer Term, all Reception parents receive a formal School Report and this
is followed up by a Parents‟ Evening where they have an interview to discuss their child with his
or her teacher or group leader. Discussion focuses on the Report and the progress the child has
made during the year. In Nursery, Parents are given copies of their child‟s summative
comments sheets.

On an-on-going basis, each Nursery child is able to choose a book from the Nursery Library to
take home to share with parents, and in Reception this continues with every child taking a
reading book home to share daily.

We have worked hard to provide Parental involvement and induction opportunities throughout
the school and have also developed 3 successful projects involving Pre-Nursery children.

For children of 3 years and under, we run a thriving Parent and Toddler Group which involves
parents learning to develop their own child‟s play in a supportive environment with specific input
sessions led by qualified staff.

In addition to this we have developed our “Playtalk Project” for children around 2½ who have
been identified by Health Visitors or school staff. Language and social skills are developed
through play, with parent support on an individual basis.

We also have our „Ready, Teddy, Go‟ swimming group, which introduces children to the water
and helps parents develop skills to support their child‟s swimming ability.

See Parental Involvement Policy for further details.

Behaviour and Discipline
In the Foundation Stage, we encourage, reward and expect good behaviour. We praise children
whenever possible and provide good models for them to follow.

We have a variety of stickers to reward good behaviour and use positive language as far as
possible. Instructions are often reinforced using pictorial reminders and gestures so that
children with language difficulties are also involved.

If behaviour does give cause for concern, we make it clear to the child that it is the behaviour
that is causing disapproval to minimise any feelings of rejection. We try to encourage the child
to identify what would have been appropriate behaviour. We try to ensure that sanctions are
always the same for the same behaviour.

Parents are involved if we feel that a child is developing a pattern of inappropriate behaviour.
Other colleagues are consulted so that a consistent approach can be developed.

Please see the School Behaviour Policy for further details.

Snack bar
Snack bar allows free access for the children throughout the session, whenever they feel
hungry. The children are encouraged to develop independent skills and self-help skills when
accessing snack bar. This includes washing their hands before they eat and tidying away their
rubbish. There is a choice of milk or water and a piece of fruit on a daily basis. Extra snack is
bought using the activity fund money – this can include bread sticks, toast, crackers and cheese,
cereal and a variety of dips.

At Wollescote, we are recognised as a „healthy eating school‟ and out routine of snack bar in the
EYFS reinforces this practice. All snacks provided are healthy, balanced and nutritious. Fresh
drinking water is available throughout the whole session. Children with specific food allergies
are posted for all staff to see.
Activity Fund
The voluntary contribution of 50p per week Activity Fund contribution is collected by staff and
used partly to supplement snack bar. The remainder of the fund is then available for staff to
draw on with the agreement of the Headteacher. It buys resources such as, cooking ingredients,
seeds and soil and equipment over and above that normally provided by school, as well as
supplementing any educational visits or visitors during the year.

Celebration Days
As part of the Early Years Foundation Stage „Personal and Social and Emotional Development‟
and „Knowledge and Understanding of the World‟ Learning and Development we meet together
each term to celebrate a variety of religious and cultural festivals, these may include:-

          Autumn                             Spring                           Summer

            Divali                      Chinese New Year                 Family celebrations
          Hanukah                              Eid                          Weddings
          Christmas                          Easter

Eids are also included, but dates vary due to the Moslem lunar calendar.

On these days, we introduce the children to the story behind the festival, and plan a host of
activities to develop an enjoyment of, and positive attitude towards the celebration involved.

Should parents wish their children not to be included in any of these celebrations, their wishes
are respected and alternative arrangements will be made for their child.

Special Educational Needs
In the EYFS, we believe that every child should receive appropriate provision to ensure that they
make the best possible start to their school life, including children who are deemed to have
Special Educational Needs.
In Nursery and Reception, we follow broadly the same procedures for identifying and meeting
special needs that are outlined in the DFEE Code of Practice and in our School Special Needs
Policy. We identify children experiencing difficulties through a variety of ways but primarily:
         -   Sensitive observations
         -   Discussion with other staff
         -   Consultation with parents.
Refer to school‟s Special Needs policy for further details.

Responsibility for Writing IEP’s
Nursery          „Enhanced Special Needs children:
                  Pre-school Special Needs Teacher in consultation with pre-school Special
                  Nursery Nurses and the Nursery Teacher.
                 Other Special Needs children (including children on Speech Therapy).
                  Nursery Teacher in conjunction with the group Nursery Nurse.
Reception        Children who need Learning Support – Special Needs Nursery Nurse in
                  consultation with ALL Reception Staff.
                 Children who need a specific behaviour programme. Reception Teacher in
                  consultation with ALL Reception Staff.
The school‟s Special Needs Co-ordinator is called upon to give advice at Stage 2 whenever
necessary and is involved in planning for most children at Stage 3.

Other Agencies
In the interest of the children and/or because of the nature of some of their needs, we have
extremely good relationships with many support agencies. We have regular contact with:

       Speech and Language Therapy Service
       School Psychology Service
       Pre-School Special Needs Service
       Occupational Therapy
       Social Services
       Health Visitor
       School Nurse/Health Advisor
       Multi-cultural Support Services

Admission arrangements for children with Special Needs
At Wollescote, we admit children under the terms of the Dudley LEA arrangements governing
Primary admission. All children have equal access under the policy and every effort is made to
secure full integration of Special Needs children. Although built on a gradient, the school has
made provision over the years for wheelchair access to all main areas.
Refer to the schools Special Needs Policy.

Equal Opportunities
At Wollescote, we aim to develop the full potential of each child. Within the EYFS, we work
closely with other agencies to identify and develop children with special needs.

Our Nursery Unit is designated as “enhanced” which means we have extra staffing and support
from the Pre-School Special Needs Service. In Reception, we have a Nursery Nurse who
delivers Speech Therapy Programmes and work with children who have special needs. All
Foundation Stage Staff are aware of the “Code of Practice” (D.F.E. 1994). “Individual
Educational Plans” are devised and reviewed for any children known or identified as having
significant special needs.

For many of our children, English is their second language. Additional support is provided to
target the needs of ethnic minority children. Bilingual staff are available to assist children and

The policy reinforces the school‟s belief in equal access and entitlement for all children
regardless of race, gender, religion or ability as set out in the school‟s Equal Opportunities

Refer to the school‟s Child Protection policy. Staff have attended relevant training.

Premises and security
The external doors to the building have security locks and are only accessible by members of
staff. Visitors are signed in at the school‟s main entrance or in the entrance to Nursery.

There are secure arrival and departure systems in place to ensure all children are kept safe.
Staff attend to all doors to make sure that children only leave with an appropriate adult. If
another adult is to collect the child then parents are expected to inform us first. If an unknown
adult arrives to collect a child – then the parents are contacted by telephone first to ensure that
this is ok.

Outings are well planned in advance. Staff complete detailed risk assessments prior to each
visit. Parental permission is obtained for all children before taking them on visits.

Medicines, illnesses and injuries
Please refer to the main school policy.


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