Early Years Policy

Date of issue: September 2022

Date of review: September 2023

Ratified by Academy Governing Council on:

Our intention is that:

Children feel safe and secure, developing independence, creative thinking, perseverance and a love of learning for their entire lives.

The work in our Unit is developed through dialogue, negotiation and respect for the ideas and beliefs of children and adults alike. We continually strive to offer provision that is rich in possibilities, providing children with exciting environments of discovery.

Children have freedom to explore their interests to enable them to make sense of the world in which they live. Children feel valued and listened to, resulting in high levels of self-esteem and engagement that are often commented on by visitors to the Unit.

Children are equipped with the basic skills needed in order to be confident readers, writers and mathematicians.

We celebrate the culturally diverse nature of our setting, developing children’s awareness of and respect for others.

Our Unit is a community of learners. By learning alongside each other, families and practitioners develop a close relationship that supports each child to achieve the best possible outcomes. Families are regularly invited to be actively involved in their child’s learning, making strong and meaningful links between home and school.

Legislation

This policy is based on requirements set out in the statutory framework for the Early Years Foundation Stage (EYFS) that applies from September 2021.

This document also complies with our funding agreement and articles of association.

Our Values and The Four Ways of Being

We are proud to be a part of the Co-operative Academies Trust. The Co-op was founded on a set of values that we embrace within our Unit. At Co-op Academy Oakwood, we have developed our own values system, which is based on the co-operative values of Equality, Equity, Solidarity, Honesty, Openness, Caring for others, Self-help, Self-responsibility, Social responsibility and Democracy.

The six Rs is an academy-wide initiative, which is adhered to in our EYFS.

● Ready to learn

● Responsible

● Respectful

● Resilient

● Reflective

● Relationships

We also teach the children about the Four Ways of Being, referring to them whenever possible, to ensure that children develop a good understanding of the meaning and implications of each one. These are:-

• ●  Be yourself, always
• ●  Do what matters most
• ●  Show you care
• ●  Succeed together

Inclusion
Our early years setting and the academy embrace and promote inclusion. We recognise and respect the abilities and the strengths of all our children, acknowledging the wealth of knowledge and experience that they bring from their differing backgrounds and cultures. We give children every opportunity to achieve their full potential, setting realistic but challenging expectations to meet the needs of every individual.
In order to promote inclusion, we provide:

• ●  A wide range of opportunities within a safe, stimulating environment to ensure that
  learning is effective
• ●  A learning environment in which the ideas and interests of all children are valued
• ●  Resources which reflect diversity and are free from discrimination and stereotyping
• ●  Challenging activities for all children

We closely monitor the progress and development of all children, providing support when necessary. Where a specific need is identified, we liaise with the Special Educational Needs Co-ordinator and seek support from outside agencies. We adhere to the Equal Opportunity and Inclusion policies of Co-op Academy Oakwood.

About the Early Years Foundation Stage (EYFS)
The EYFS covers the time from when a child is born until the end of the year in which the child reaches five. At Co-op Academy Oakwood, this comprises Nursery and Reception children. This stage in children’s education is important in its own right but also in how it acts as the very foundation for future learning and education.
The EYFS is based upon four main principles:

• ●  A unique child – developing resilient, capable, confident and self-assured individuals
• ●  Positive relationships – supporting children in becoming strong and independent
• ●  Enabling environments – where opportunities and experiences respond to the individual needs of the child by developing a strong partnership between
  practitioners, parents/carers and the child
• ●  Learning and developing – an acknowledgement that children learn in different
  ways and at different rates

We adhere to the EYFS Statutory Framework, which separates the seven areas of learning into three ‘prime areas’ and four ‘specific areas’.

The prime areas are:

• -  Communication and language
• -  Physical development
• -  Personal, social and emotional development

The specific areas are:

• -  Literacy
• -  Mathematics
• -  Understanding the world
• -  Expressive arts and design

Communication and language
We provide children with a language rich environment to enable them to fully develop their speaking, understanding and listening skills. Children who are new to English or have English as an additional language are given extra support with language acquisition. Interventions called Talk Boost and Neli are used across the foundation stage to support a range of varying needs. We also have weekly support from the speech and language service Chatterbug.

In Nursery, the children have daily “guided talk” sessions, which support children’s development in this area, making them confident talkers and effective listeners.
We use the Universally Speaking tool in order to support the early identification of
children who need help with communication. This ensures that each individual child’s needs will be met. For some children, this might require a referral to the speech and language service.

In Reception, the children build on this during their “morning meeting” where they are encouraged to express ideas linked to their interests and listen respectfully to the ideas of others. Importantly, practitioners engage and interact with children in their play to extend and improve their language skills.

Physical Development
We have a good understanding about the positive impact on brain development and emotional well-being promoted by regular physical exercise. Children are encouraged to be active and also to understand the importance of this on their health. We have a permanent area of provision supporting children’s movement play. Children have access to the outdoors for extended periods and some planned sessions in the school hall. Children in Reception have weekly orchard sessions. Nursery children begin to experience trips to the orchard in the Autumn term.

Personal, Social and Emotional Development
Children are divided into key worker groups to enable them to form a close bond and effective relationships with their key adult. However, we encourage children to interact with all adults in the Unit to improve their confidence and ability to form relationships. Children are encouraged to respect others, develop social skills, manage their feelings and behave appropriately. This is supported in everything we do, with the practitioners acting as role models. Adults help children to self-regulate and at times co-regulate, in order to support their behaviour. Our expectations of behaviour are high and we use the language of the‘four ways of being’ to ensure consistency within the Unit and throughout the academy. In addition, we use an adapted version of the whole academy traffic light system to support children to make the right choices.

PSED is supported in the following ways:

• ●  Adults modelling positive interactions
• ●  Children are supported to express their emotions and they are explicitly taught vocabulary used to describe feelings. Emojis and makaton signs are used to support this.
• ●  Turn taking games e.g. parachute games, lycra games, lotto games.
• ●  Circle time - including use of puppets to develop children’s ability to empathise.
• ●  Use of stories e.g. emotion books, Avocado Baby, We’re going on a bear hunt.
• ●  There is a clear daily routine and consistent expectations of behaviour. Visual
  timetables and picture prompts support children at transition times.
• ●  When a child is finding it difficult to self-regulate, co-regulation is used to provide the support children need to understand and express their thoughts, feelings, and behaviours.
• ●  Children have lots of opportunities to think for themselves, make choices and decide upon a plan of action.
• ●  Adults recognise what children are interested in and respond in a variety of ways to motivate the children further.

Literacy
Children in Reception have daily phonics sessions, supporting their reading and writing skills. We follow the Read, Write Inc scheme for phonics. This provides a consistent, well-sequenced phonics curriculum. Children in Reception have a structured phonics session each morning which teaches new sounds, blending for reading, segmenting for writing and comprehension. Each week in Reception, children have regular opportunities to read with an adult to further support key reading skills and comprehension. Children are encouraged to practise what they have learnt in formal sessions while they are in free-flow. In Nursery, children develop a love of stories and we encourage them to make marks, eventually beginning to write their name. Reading is a priority and we strive to ensure that all children get the reading habit while they are young.

Children have lots of opportunities to build their listening and attention skills in small group lessons. In Summer 1, in preparation for transition to Reception, we use the Nursery Read, Write Inc scheme. This ensures consistency across early years. Stories and nursery rhymes are carefully chosen and sequenced, enhancing vocabulary and increasing levels of engagement.  Children across the Unit are provided with many opportunities to write including special writing books, group floor books and a range of activities both indoors and outdoors. Where possible, reading and writing take place within a meaningful context, often linked to interests and current themes. We have a list of carefully chosen books which the children will experience throughout Nursery and Reception. This is known as the book spine. All children in Early Years will have stories read to them each day, where reading and comprehension skills are further developed and secured. It is really important to us that adults model their love of books and reading. Children will have access to fiction and non-fiction books in all areas of the provision, which they will be encouraged to engage with throughout the day, promoting a love of reading.

Mathematics

We provide children with a mixture of structured sessions and also time to explore numbers and mathematical concepts through play during independent play. Reception children follow the White Rose Maths scheme which prepares them for mathematical learning as they move into KS1. This ensures a consistent approach across the academy as Read, Write Inc is used in Years 1-6.  Provision areas are set up so that children have opportunities to use their mathematical skills in a real context. Children learn to count, understand and use numbers, do simple calculations and develop their knowledge of shape, space and measures.

In Nursery, children develop their mathematical knowledge in many different ways:

• ●  Number songs and rhymes
• ●  Stories/non fiction books about number
• ● Provision e.g. matching templates, places objects on 5 frames and 10 frames.
• ●  Tidy up time offers a wide range of possibilities for children to use their
  mathematical knowledge in a meaningful way e.g. how many more do you need to make 5? How many are missing?
• ●  Interactions with adults who model correct mathematical language and
  questioning.
• ●  Open-ended resources encourage children to count, sort and order.
• ●  More formal group sessions happen daily.
• ●  Maths games

Understanding the World
We want children to be curious and inquisitive about the world in which we live. They have many opportunities to find out about their families, their community, technology and the world around them, both past and present. Children make links in their learning as they try to make sense of the world that surrounds them.

Expressive Arts and Design
Children have opportunities to explore and play with a wide range of media and open-ended materials in order to support creative thinking and problem-solving. We promote the use of recycled materials to ensure that children develop an understanding about how to care for the wider environment, acting as responsible citizens for the future. Children’s curiosity is stimulated as they are encouraged to look closely during observational artwork. In addition, they have opportunities to experience a range of music, dance, art and role-play. Through the arts, we have a wonderful opportunity to introduce children to many different cultures.

The Characteristics of Effective Learning

When planning, practitioners reflect on the different ways in which children learn. They plan opportunities for the children to explore and experience new things. When observing children, practitioners include details about the characteristics of effective learning. These are shared with the children so that they begin to use and understand the language involved and to encourage effective learning behaviours and attitudes.

The characteristics of effective learning are:-

● Playing and exploring – children investigate, experience things and ‘have a go’

● Active learning – children concentrate and persevere when they encounter a

problem

● Creating and thinking critically – children have and develop their own ideas, make

links between ideas and develop strategies for doing things

Structure in our FS Unit

The Nursery has 52 places available for children aged three and above. Where a child accesses 30 hour provision, this would take up two places. There are two full-time Reception classes each with 30 places. These are for children aged 4 and 5.

Nursery children are split into three groups. One group attends for the first half of the week, one group for the second half of the week and the third group is made up of 30 hour children. There are two teachers in the Nursery for some of the time and there will always be at least one teacher present at any one time. There are two classroom assistants. One is a Level 3 teaching assistant and one has a  Level 2 qualification.

Families can find out more information about 30 hours free childcare using this link:

30 hours free childcare

The Reception classes have a teacher and classroom assistant in each class and another classroom assistant shared between both rooms.  

At least one person in each group has been trained in paediatric first aid. (See Safety File for more info)

Curriculum

“Curriculum should help children make deeper and fuller understanding of their own experiences” Lilian Katz

The curriculum in the EYFS is designed to meet the needs of the children within our community.  It is outlined in the document ‘Statutory Framework for the Early Years Foundation Stage’, written by the department for Education.  This is available to download at

Early years foundation stage (EYFS) statutory framework - GOV.UK

How do we provide a curriculum that will engage and excite children? We are educating children for a rapidly changing world. Given our rich curriculum, a broad range of experiences and the necessary skills, knowledge and attitudes, we know that our curriculum will lead to children becoming creative individuals who have an enduring love of learning.

We describe our curriculum and planning as being ‘multi-layered’. This gives the children a very broad range of experiences, skills, knowledge and opportunities. We enable children to make meaningful links across all areas of learning. Our curriculum derives from:

• ●  The children’s interests and fascinations
• ●  Our five themes which run concurrently throughout the year
• ● Our basic skills teaching eg phonics, number sessions, guided reading, guided talk
• ●  The exciting environments of discovery on offer indoors and outdoors
• ●  The orchard sessions
• ●  Experiences we give the children such as school visits, a special visitor
• ●  Something spontaneous such as a snowfall, finding a special leaf, a windy day
• ●  A comment from a parent or an experience shared from home
• ●  The safety curriculum
• ●  Daily routines such as tidying up, snack time and self-registration
• ●  Carefully mapped out provision documents which show what knowledge is
  expected at key points in the year.

Following children’s interests
At Co-op Academy Oakwood, we understand the importance of following children’s interests, adults in the setting identify these by observing and listening to the children and through dialogue with parents. These interests are recorded on our emerging curriculum board for all to see. Children are provided with daily inputs to inspire, challenge and offer new experiences from which children’s interests can further develop.  Practitioners think of ways to extend learning and develop children’s interest further through questioning, providing stimulating resources linked to the interest and responding to the children in their play. Some of these interests develop into long-term projects, which are documented to demonstrate children’s learning to share with parents and offer professional development opportunities to practitioners here and ones who visit.

Why is it important to follow children’s interests? What is the impact?

Children:

• ●  Feel valued and listened to. This results in high self-esteem.
• ●  Are motivated and engaged. Learning is more effective and deeper when linked to
  an interest.
• ●  Have opportunities to solve problems. Children need the chance to think
  creatively. They are the inventors of tomorrow!
• ●  Are involved in decision-making. They take ownership of their learning.
• ● Are able to express themselves in a group. Children become confident talkers.
• ● Learn to speak in complex sentences including new vocabulary. Children need to
  speak in sentences to be able to write in sentences.
• ●  Learn to work as part of a group. Working co-operatively and listening to the ideas
  of others are important life skills.

Throughout the year, we plan and deliver a thematic curriculum that is enhanced by children’s interests.

We expose children to these safety themes that are linked to key events each half term:

The Environment as “the third teacher”

Through our exciting and engaging indoor and outdoor environments, we encourage children to become independent, curious and creative learners. The environment supports the learning of basic skills but is also adapted and changed in response to current themes and children’s interests. We use the orchard area as part of our extended environment. Through our enabling environment, we seek to:

• ●  Give children opportunities to practise and embed what has been learnt during more formal sessions
• ●  Encourage children to explore their ideas and make links between areas of learning
• ●  Reinforce basic skills by organising resources so that children need to use reading,
  writing and number skills to access equipment and tidy it away
• ●  Develop children’s vocabulary by providing new experiences and resources to explore
• ●  Provide a wide range of open-ended resources, including natural materials and recycled materials
• ●  Create enthusiastic and highly engaged learners
• ●  Share what we do with other practitioners from other schools in Leeds and beyond.
  We are committed to sharing our practice at a yearly open event
• ●  Teach children about wider issues concerning the environment in our world
• ●  Give children a strong sense of responsibility for looking after their environment

Families as partners
We recognise that children learn to be strong, independent individuals from secure relationships. We aim to develop caring, respectful, professional relationships with the children and their families. We understand that parents are children’s first and most enduring educators and we value the contribution they make. We do this through:

• ●  Talking to families about their child before their child starts in our academy
• ●  Giving the children an opportunity to spend time with their teacher during
  visits/stay and play sessions before starting in our academy
• ●  Inviting all parents/carers to an induction meeting during the first half term of the
  child’s first year in order to explain how we aim to work with their child, particularly in relation to how we support children’s learning and development in the prime and specific areas
• ●  Encouraging families to talk to their child’s teacher if there are any concerns. There is a formal meeting for parents three times a year when the teacher and parent discuss the child’s progress. Parents receive a report on their child’s attainment and progress at the end of the school year, as well as informal updates on an ongoing basis.
• ●  Families are regularly encouraged to look at their child’s individual learning journey on Tapestry. They can also share with us what the child has done at home, building a more rounded assessment of the child.
• ●  Arranging a range of activities throughout the year that encourage collaboration between child, academy and parents eg Share and Celebrate, Stay and Play sessions
• ●  Providing parents with an opportunity to celebrate their children’s learning and development which is then used to inform planning and provision
• ●  Ensuring there is a quiet and confidential area available for parents if they need to discuss any issues regarding their child
• ●  Increasing the knowledge of parents to empower them to support their child at home in all areas of development eg sessions about phonics, number, behaviour management

Learning Journals

Every child has both a paper journal and an online journal called Tapestry, celebrating achievements, interests and providing parents/carers with next steps.

It includes:

• ●  Learning stories highlighting particular events and relationships which children have been involved in with an outline of how/why this is important and learning opportunities planned to extend these (next steps). Practitioner reflections are key to moving the learning to the next stage.
• ●  Photos/video clips of the child engaged in activities with comments
• ●  Copies of project work the child has been involved in
• ●  Samples of recorded work completed by the child
• ●  Contributions from home
• ●  Reflections from every child and parent
• ●  Record of progress meeting with parents

Teaching, Learning and Assessment
Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA). We use the observation – assessment – planning cycle outlined in Development Matters. We start by observing children in their play and communicating with parents to make assessments in all areas of development. We then use Development Matters to support us to provide and plan for next steps. We consider how to extend the child’s learning, taking into account wherever possible, interests and fascinations. Appropriate experiences and activities are planned, ensuring that there are opportunities to support the characteristics of effective learning.

In Nursery, we concentrate initially on the prime areas to ensure that children have strong foundations in their learning. We focus on the children’s language development, offering extra support and intervention when needed. We work with parents to support their children with toilet training and to promote independence in relation to self-care skills. Supporting the children’s personal, social and emotional development is central to everything we do in our setting. Children develop strong relationships with their key worker and meet daily in their key worker groups to discuss ideas, interests and learn together. Children take part in whole class activities, small group activities and independent play. During group sessions, adults plan a broad range of learning opportunities, which stem from our curriculum themes, stories, interests and the learning of new skills. During independent play, both indoors and outdoors, children are supported by effective interactions from adults in order to extend their learning. Nursery children also have a “special book” in which they explore mark-making, are encouraged to reflect upon events and develop early literacy and numeracy skills.

In Reception, children express their interests and opinions during the morning meeting. Practitioners respond to these ideas by developing them further, providing relevant and exciting experiences/resources and giving children time to investigate. These ideas and experiences are recorded in a group floor book, giving children meaningful opportunities to read and write.

Children have daily phonics lessons and structured number sessions to ensure that basic skills are given priority. They are encouraged to practise what they have learnt during independent play, which is monitored, recorded and responded to by practitioners.

A summative assessment is recorded on FFT for each child, in each area of learning, at the end of each term. We update our data termly in order to establish progress, strengths and areas for development. In response to this data, we repeat some assessments for particular strands or certain children on a half termly basis. This varies from year to year, depending on the cohort and individual needs.

In depth analysis of data is carried out after each collection point. We analyse progress and attainment of individuals, key groups and also in each strand. Pupil progress meetings are held in order to ensure that every child’s needs are being met, that their progress and attainment is closely tracked and that future targets are set.

Individual reports are written for all children in Nursery and Reception at the end of each academic year. Parents/carers are invited to discuss the report.

At the end of the Reception year, the EYFSP is filled in, clearly stating if the child has met the ELG or is not yet meeting the ELG. This, along with the report, is used to provide transition information for the next teacher.

Teaching is closely monitored and recorded, giving support where needed and areas for development. All staff in the Unit take part in the whole academy performance management cycle. We know the importance of reflecting on our practice to improve our provision and therefore raise attainment.

SEND

We closely monitor the progress and development of all children, providing support when necessary. Where a specific need is identified, we liaise with parents and the Special Educational Needs Co-ordinator and seek support from outside agencies. For a child with SEND, it may be deemed appropriate to measure their progress and attainment against the SENIT Developmental Journal and use this to inform their next steps.

Moderation

We recognise the importance of moderation, ensuring that assessments and judgments are accurate and valid. To this end, we carry out the following:

• ●  Regular meetings to discuss observations and judgments
• ●  Effective use of the exemplification materials, including those for exceeding
  judgments
• ●  Attendance at whole academy moderation meetings
• ●  Attendance at LEA/Trust wide moderation meetings
• ●  Shared observations within the setting
• ●  Shared observations with Reception/Year 1 teachers

Safeguarding and Welfare - Am I safe? Do I matter?

Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.

The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.

Statutory framework for the early years foundation stage. September 2021

It is important to us that all children in our Foundation Stage feel safe and are safe. Procedures and routines are in place to ensure that children are safe in our setting. We aim to educate children about boundaries, rules and limits to help them develop their personal and social skills. We have high expectations of behaviour so that children can play and work in harmony with their peers and adults. Children are encouraged to assess their own risks whenever possible but there are times when they are taught how to recognise and avoid hazards.

We understand that we are legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage, April 2021. We understand that we are required to:

• ●  Promote the welfare and safeguarding of children
• ●  Promote a healthy lifestyle, preventing the spread of infection and taking
  appropriate action when children are ill. Fresh drinking water is available at all
  times.
• ●  Communicate effectively to all staff about children with medical needs, allergies
  and special dietary requirements
• ●  Manage behaviour effectively in a manner appropriate for the children’s stage of
  development and individual needs
• ●  Ensure all adults who look after the children or who have unsupervised access to
  them are suitable to do so
• ●  Ensure that the premises, furniture and equipment is safe and suitable for purpose
• ●  Ensure that every child receives enjoyable and challenging learning and
  development experiences tailored to meet their needs
• ●  Maintain records, policies and procedures required for safe efficient management
  of the setting and to meet the needs of the children
• ●  Ensure that an appropriate number of staff have had paediatric first aid training. A first aid box is accessible at all times, along with a qualified first aider. This applies to trips to the orchard and school visits including the adult accompanying the children on the minibus. A written record is made of accidents and treatment given.

• ●  Assign each child a key person to ensure that individual needs are met and strong relationships are developed with the child and the family
• ●  Carry out and review risk assessments which are communicated to all staff
• ●  Educate children and parents about how to keep safe online
• ●  Educate children and parents about the importance of oral hygiene
• ●  Put in place fire evacuation procedures, which are displayed in each classroom.
  Egress plans are in place for key children and regularly reviewed. Similarly, plans are in place for lockdown (invacuation).

Transition
We understand that starting Nursery/Reception or moving to a new class can be a very uncertain time for children and families. We have therefore put in place procedures to ensure that transition goes as smoothly as possible to enable children to settle quickly. New parents and children are invited to a meeting and play sessions in the summer term. We provide parents with information, give them opportunities to ask questions and time to initiate relationships which are so important for effective transition. All children in Nursery or who are new to our setting for Reception will be offered a home visit.

At the beginning of the year, new Nursery children are given staggered starting dates so that we have the chance to spend time with them, supporting them to explore their new environment. We talk to parents to find out important information about children, including what they are interested in at home.

Children who attend our Nursery make smooth transitions into Reception, as they are already familiar with the environment, the routines and the staff. We work closely with the local children’s centre to facilitate visits for the children who will be starting school with us. We also make visits to the children’s centre and other settings to aid transition.

As children move towards the end of the Reception year, they receive visits from the Year 1 teachers and also have opportunities to visit their new classroom. Teachers in both year groups meet to discuss every child, their attainment, their special interests and talents and also next steps as they start Year 1.

Children in our setting attend whole school assemblies and events so that they experience school life beyond the Unit. Children in Reception begin to play out in the larger playground at a suitable time during the year and they attend more assemblies.

This policy should be read alongside to the following policies:

• ●  Staff code of conduct
• ●  SEN policy
• ●  Health and Safety policies
• ●  Child protection / safeguarding policy
• ●  Equal opportunities
• ●  Care and control
• ●  Intimate care
• ●  Behaviour policy
• ●  Medicines policy
• ●  Individual subject policies
• ●  Acceptable use policy
• ●  Safeguarding children and protecting professionals in early years settings: online
  safety for managers

In addition, please see our Safeguarding and Welfare file which contains information and evidence to support the work we do in this important area.