Newlands School
Al-Warqa'a 1

04 282 1200

The Foundation Stage at Newlands School

In the Foundation Stage, all children are 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.

In the Foundation Stage, children have access to first-hand experiences based upon Play, Communication and Exploring. Teachers and their assistants 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 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 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.