The Foundation Stage at Newlands School
In the Foundation Stage, all children will be provided with experiences and teaching that addresses: Personal, Social and Emotional Development; Communication (including language and literacy); Problem solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development. Arabic will be introduced for all students in FS1 and continued in FS2, before it becomes a compulsory subject in primary and secondary school.
In the Foundation Stage, children will have access to first-hand experiences based upon Play, Communication and Exploring. Teachers and their assistants will provide opportunities for the children to:
- learn in high-quality, well-organised and stimulating indoor and outdoor learning environments
- have a quality education that is integrated with quality care
- enjoy early learning as part of a lifelong process
- have a learning experience which fully involves their parent and provides opportunities for them to learn and develop together
- develop strong self-esteem and motivation
- have access to learning opportunities that are based upon ongoing assessment of what they already know and can do
- have their different needs respected and catered for
- develop as active learners and creative and critical thinkers
- grow in confidence
- establish successful relationships with adults and peers.
- spend their time with professional, caring staff who are early years trained and who frequently and critically examine their own practice in order to improve
- have teachers and early childhood educators who undertake frequent training and development
All teachers and early childhood educators will work as an active, contributing part of a team, to:
- undertake formative assessment of children’s play and involvement throughout the academic year
- undertake and assist in observations, monitoring, assessment and recording of children’s learning and development
- observe children daily in various ways: taking notes, writing focused observations, tacking children through a session, taking photographs and video footage
- use information about experience and attainment to set well-grounded developmentally appropriate expectations for children.
- monitor children’s progress and attainment to give clear and constructive support to children and their parents/carers.
- with colleagues identify children’s individual developmental, emotional and behavioural needs and recognise all forms of communication (including non-verbal).
- have regular meetings with colleagues in which the children are discussed, their learning and care needs are planned for and provision organised through the indoor/outdoor areas and bases
- participate in weekly, termly and yearly curriculum planning with colleagues that meets curriculum requirements for the children
- plan high quality learning and teaching experiences for each day with a specific learning focus, which target some children
- plan for some adults to be deployed in an area or activity and others to be in a more flexible role – supporting child-initiated learning
- meet the needs of more able and less able children as appropriate
- prepare and present accurate and effective ongoing reports of children
- undertake summative assessments of children’s achievement using tracking tools
- use parents’ knowledge of their children to inform curriculum planning where possible and practical.
- encourage children to think about and reflect upon their learning and develop their autonomy, decision-making, self-discipline, involvement, independence and emotional well-being
- provide planned learning and teaching opportunities through free-flow play, talk, investigation and problem-solving, first-hand experiences, games and group activities
- acknowledge and respect parent/s’ role as children’s first and most enduring educators by working in open partnership; encouraging their involvement and participation and supporting their developing understanding of children’s learning
- encourage and support open dialogue and mutual respect with parents
- share with parents information about their child’s learning, development, health and welfare on an ongoing and confidential basis
- informally share with parents/carers the policies and procedures of the school
- visibly demonstrate good practice through daily interactions, wall displays etc.
- participate in home visits to support children and families during the time that they use the school
- deal with initial queries from parents/carers relating to own Family Worker group or room/wing
- work within the Code of Practice for children with Special Educational Needs
Staff will share responsibility for the presentation of children’s emergent writing, drawing, painting and model-making through stimulating, developmentally-appropriate, culturally diverse interest-areas and displays. Displays are usually the children’s own work and will be accompanied by a written account of its content and, when appropriate, the child’s intention or comment.