Early Learning Policy - Part 1

 

The Foundation Stage

The Foundation Stage is a separate Key Stage for three to five year olds, up to the end of the Reception year in School.

The Foundation Stage is divided into six areas of learning:

(1) Personal, Social and Emotional Development       (See below)

(2) Communication, Language and Literacy               (See Part 2)

(3) Mathematical Development     (See Part 3)

(4) Knowledge and Understanding of the World       (See below)

(5) Physical Development            (See Part 3)

(6) Creative Development           (See below)

The Early Learning Goals establish expectations for most children to reach by the end of the Foundation Stage. They are organised in the six areas of the Curriculum and provided a basis for planning in the Foundation Stage. Stepping stones are the stages of development through which the children progress before achieving the Early Learning Goals.

School Aims

At St. Andrew's we aim to provide a warm, caring, stimulating, happy and secure atmosphere. It is a place where the children come to experiment and learn, so they can grow in confidence, develop intellect, and personality in preparation for adult life. As a Church School St. Andrew's has a Christian ethos, reflected in its aims and objectives for every adult and child working in the school. Close links are enjoyed with St. Andrews Church, the local community and the Diocese.

Close links are also maintained between school and Chedworth pre-school. These include shared activities and visits, transfer arrangements, and assessments.

 

Organisation

Owing to rising numbers, children in the Reception year are taught as a separate class, located in the school hall. This allows for the Foundation Stage to be taught independently and avoid the need for a cross key stage grouping.

Further details about organisational arrangements can be found in the Starting School Booklet which is issued prior to children starting school. Parents are also invited to an Information evening held in June, where details of School procedures and Induction arrangements are given.

 

ST.ANDREWS SCHOOL - EARLY LEARNING GOALS

PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT

 

Preface

As appropriate, the aims and objectives for Personal, Social and Emotional Development relate directly to those of the School, and to the requirements of the 'Early Learning Goals' for children's learning at the foundation stage. We also consider that we are laying the foundation for the development of the moral, social, spiritual and cultural aspects of education as defined for primary education.

 

Aims

    1. To maintain and/or stimulate pupil curiosity, motivation, interest, excitement and enjoyment in learning.
    2. To encourage confidence and self-discipline. Children should develop the skills, attitudes, knowledge and values which enable them to take control of and responsibility for their own actions.
    1. To enable pupils to develop appropriate behaviour and a range of desirable personal qualities such as:
      • politeness;
      • paying attention;
      • concentration;
      • sitting quietly when appropriate;
      • perseverance;
      • initiative;
      • being able to personally select and use resources for both independent use and for use within a group;
      • having a sense of what is right, what is wrong, and why;
      • treating property and the environment with care and consideration;
      • being able to dress and undress unaided and to be aware of and to manage their own personal hygiene.
    2. To enable pupils to have a sense of fair play and to be able to work/play independently and to co-operate as part of a class or group beyond the family by:
      • forming good relationships with adults and other children - especially their peers;
      • being able to express their emotions and feelings in a range of appropriate ways;
      • being able to take turns and share fairly;
      • understanding the need for, and abiding by, agreed values and a code of behaviour in order for people, including adults and children, to happily live and work together;
      • considering the consequences (for themselves and others) of their words and actions
    3. To enable pupils to develop an understanding of self (their own needs, views, culture and beliefs) and a sensitivity and respect towards the needs, views, cultures and beliefs of others - whether the same or different to their own.
      Conversely pupils should also expect others to treat their own needs, views, culture and beliefs with respect. Pupils should:
      • know about their own culture and society and value their own cultural identity;
      • be aware of and celebrate cultural and religious diversity;
      • know about societies and cultures other than their own.
    4. To allow pupils to develop a range of feelings, such as joy and wonder or sorrow, in response to their experiences.
  3. To offer a programme of study and employ teaching methods and resources that allow all pupils (irrespective of their religion, beliefs, gender, ethnic origin, academic ability, etc.) to have equal access to activities concerning Personal, Social and Emotional Development and to experience success and enjoyment in these activities.

Objectives
These objectives relate directly to our three aims for Personal, Social and Emotional Development and are intended to show how the aims are actually put into practice.

    1. 1. a) Staff should provide a variety of experiences/activities during an activity or a session if possible. The activities need to be relevant to pupils' everyday concerns and experiences within the rest of the Curriculum. It is important that pupils learn about religion in the context of human experience, e.g. "What makes me happy?" This helps the development of their own beliefs and values.
    2. We try and develop pupil confidence in:
      • seeking help from others where needed;
      • trying new activities;
      • initiating and implementing ideas;
      • speaking within a familiar group of individuals - both children and/or adults.
    1. Sessions should be conducted in a secure, supportive and disciplined manner. The pupils and the staff should interact in a manner that demonstrates mutual respect. Sessions should foster a respect within the pupils for each other's beliefs and cultures from a position of understanding.
    2. Pupils should experience a variety of activities during the programme of study. There should be opportunities for individual and/or group activities.
    1. All pupils follow the same Scheme of Work.
    2. Pupils are to be encouraged to share their beliefs, experiences and culture with others in order to enhance the quality of learning.
    3. Staff should attempt not to spend inequitable amounts of time with any one pupil, group of pupils or gender group, etc.
    4. Art work, role-play, discussion, dance, drama, music, etc., are all active learning techniques that are used during the programme of study.
    5. The Gloucestershire Agreed Syllababus for Religious Education is used as a scheme of work. The course will reflect the fact that the religious traditions in Great Britain are in the main Christian.
    6. Staff should refer to work covered in other parts of the Curriculum whenever appropriate.
    7. The purpose of the activities will be shared with the children as will the criteria for success.
    8. Current cultural and religious events are integrated into the Curriculum and staff allow many opportunities for group discussion. At these times we can listen to each other's views and hopefully reflect upon them.
    9. The Scheme of Work is designed to reflect and co-ordinate with the various religious festivals/events as they occur - so as to reflect the relevance of R.E. to every day life.
  1. The setting should provide a warm and caring environment in which the children feel happy, safe and secure.
  2. Children and their carers should feel confident that they will be able to go to a known adult for help and affection when appropriate.
  3. Staff will help the children to gain independence in dressing / undressing and personal hygiene giving assistance as appropriate.

     

CREATIVE DEVELOPMENT

 

As appropriate, the aims and objectives for Creative Development relate directly to those of the School, and to the requirements of the 'Early Learning Goals' for children's learning at the foundation stage.

To be consistent with the conception employed in the 'Early Learning Goals' documentation, Creative Development should be interpreted here as art, music, imaginative play, dance and stories.

 

AIMS

Collectively, implementation of the above activities and the Scheme of Work will allow us to achieve the following aims:

    1. To stimulate and/or maintain pupil curiosity, interest and enjoyment in creative work and to use a widening range of materials, tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments to communicate and express ideas, thoughts and feelings.
    2. To facilitate pupils to use their imagination with increasing ability through art, music, dance, stories and role play.
  2. To enable pupils to be familiar with a body of knowledge, skills, and vocabulary, pupils should become confident and competent in:
    1. producing creative work and using their imagination in art and design, music, dance, imaginative and role play and stories.
    2. responding in a variety of ways to:
      • what they see, hear, smell, touch and feel;
      • works produced by others;
      • features of the natural and man-made environment.
    3. using voices and instruments to participate in music making.
    4. recognising and exploring how sounds can be changed.
    5. singing simple songs from memory.
    6. recognising repeated sounds and sound patterns.
    7. matching movements appropriately to music.
    1. To introduce pupils to Art, Music and Dance as
      • major cultural features;
      • part of a wider body of knowledge and skills, e.g. to be able to work both independently and co-operatively.
    2. To develop an awareness in pupils of:
      • the implications of creative work (past and present) for the individual and the local, national and international communities;
      • the significance of creative work and to value it as an important, pleasurable and fundamental realm of human experience.
  4. To employ teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to creative and imaginative activities and to experience success and enjoyment in their work.

OBJECTIVES

These objectives relate directly to the five aims for Creative Development at the School and are intended to show how the aims are actually put into practice.

    1. Staff should provide a variety of experiences/activities during the programme of study and during a session if possible.
    2. The children's own experiences are usually the starting point for their work.
  2. When working on activities that involve elements of Creative Development, pupils respond in a variety of ways to what they hear, see, smell, touch and feel. Their work involves:
    • drawing and painting;
    • pattern making;
    • modelling;
    • investigating;
    • developing imagination;
    • listening and participating;
    • music and dance;
    • observing and appreciating;
    • performing.
    1. . Staff encourage pupils to recall and apply their knowledge and skills in familiar and unfamiliar situations.
    2. Pupils are given the following opportunities:
      • to appreciate the diverse range of sources from which artists from different localities, generations and cultures derive their inspiration and ideas. The School itself and the local area should be used as sources of ideas and inspiration;
      • to appreciate the qualities of various materials, tools, instruments and other resources and to begin to make appropriate selections;
      • to manipulate those materials, by the controlled use of suitable tools, equipment, techniques and processes, in order to produce intended effects with support;
      • to explore sound, colour, texture, shape, form and space in two and three dimensions;
      • to begin to control sounds made by the voice and instruments (both tuned and untuned);
      • to work with others on a variety of projects;
      • to listen and observe with increasing concentration.
    1. Sessions are conducted in a secure, supportive and disciplined manner. The pupils and the staff should interact in a manner that demonstrates mutual respect.
    2. Pupils should respond to a variety of experiences/activities during the programme of study. There should be opportunities for individual and/or group activities.
    3. Pupils are to be encouraged to share their experiences and culture with others in order to enhance the quality of learning.
    4. Staff should attempt not to spend inequitable amounts of time with any one pupil, group of pupils or gender group, etc.
    5. Staff should attempt to show the enjoyment and benefits that creative and imaginative work have given to us. This will be done by well chosen resources and carefully phrased comment.
    6. Safety is always a major concern, e.g. staff will intervene in an appropriate way to ensure the safe and effective use of resources.
    7. Staff intervene in appropriate ways to ensure the creative use of resources and areas of the classroom, e.g. the home corner.

KNOWLEDGE & UNDERSTANDING OF THE WORLD

 

Statement of Values

All members of the School Community are important and each has a contribution to make. We value skills, achievement and the desire for knowledge along with application and effort.
As appropriate, the aims and objectives for 'Knowledge and Understanding of the World' relate directly to those of the School, and to the requirements of the 'Early Learning Goals' for children's learning at the foundation stage.

 

Aims

    1. To stimulate pupil curiosity, interest and enjoyment in their environment, their lives, their families and events, both past and present.
    2. To explore objects and events in the natural and man-made world - thereby encouraging the pupils to have open, enquiring minds.
    3. To provide pupils with a foundation of historical, scientific, geographical and technological understanding.
    1. To cultivate in pupils a willingness and ability to:
      • look closely at similarities and differences, patterns and change;
      • ask questions about why things happen and how things work;
      • investigate/explore, observe and identify some simple forces, features of objects, materials, events and by using all of their senses as appropriate;
      • select materials, tools, equipment and techniques to shape, build/assemble and join the materials into a wide range of objects - adapting their work where necessary;
      • find out about and develop a knowledge of some everyday applications of technology and use ICT (e.g. programmable toys) to support their learning;
      • find out about past and present events in their own lives, and in those of their families and other people they know and thus develop a sense of the past;
      • begin to know about their own cultures and beliefs and those of other people;
      • observe, find out about and identify features in their local environment (including living things) and the wider natural world and talk about those features they like/dislike.
    2. To enable pupils to begin to understand and use related vocabulary.
  3. To give pupils an awareness of the successes and failures of mankind and give them the confidence to explore and accept their own failure or success.

Objectives

These objectives relate to the four aims for Knowledge and Understanding of the World at the School and are intended to show how the aims are actually put into practice.

    1. Staff provide a variety of experiences/activities during a course of study and during a session if possible employing teaching methods and resources that allow all pupils (irrespective of their gender, ethnic origin, academic ability, etc.) to have equal access to the programme of study and to experience success and enjoyment in their work. Pupils are encouraged to:
      • make observations and sometimes record them;
      • make effective use of the school environment;
      • ask questions, developing from 'what?', 'who?', 'where?', 'why?, 'when?' and 'how?'
    2. The school environment, school community and home environment is the main resource for the programme of study. The starting point for the programme of study will be the pupil's own knowledge. Staff are sensitive to issues relating to family composition and family events.
      Pupils are encouraged to:
      • talk about where they live;
      • talk about their environment;
      • talk about their family;
      • recognise features of living things.
    3. Pupils are encouraged to share their experiences and culture with others in order to enhance the quality of learning that they experience.
    1. The staff encourage pupils to recall and apply their knowledge and skills in familiar and unfamiliar situations. All pupils follow the same Scheme of Work.
    2. Pupils produce a range of products in a variety of materials, forms and styles, using different tools, equipment, techniques and processes.
    3. . Pupils develop an understanding of the characteristics and properties of a variety of pertinent materials, and to manipulate those materials, by the safe use of appropriate tools, equipment, techniques and processes in order to produce an intended outcome.
    4. Pupils appreciate the health and safety hazards or risks associated with working with certain materials, tools, equipment and processes.
    5. When working on activities that involve elements of Technology, pupils work with:
      • construction kits which are appropriate for different degrees of manipulative skill;
      • a range of materials of differing degrees of flexibility;
      • pliable and malleable materials;
      • food;
      • textiles.
    1. Staff create opportunities for pupils to express information in varying ways
      employing a variety of media (computers, video, audio tape, illustrations, role play).
    2. . Work must be sufficiently challenging, meet the needs of all individuals and provide a balance between teacher-directed and self-directed work.
    3. . Sessions are conducted in a secure, supportive and disciplined manner. Full support will be given with the use of all tools. The pupils and the staff should interact in a manner that demonstrates mutual respect.
    4. Staff attempt not to spend inequitable amounts of time with any one pupil, group of pupils or gender group, etc.
    5. There are opportunities for individual and group activities. The staff allow opportunities for group discussion - at these times we can listen to each other's views and hopefully reflect upon them.

Part 2     Part 3
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