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Striving to Achieve Our BEST!

Early Years Foundation Stage Policy

Awsworth Primary & Nursery School


Early Years Foundation Stage Policy



Our Vision


‘Striving to Achieve Our BEST!’

(In support of The Rights Respecting Schools Award (RRSA) Articles 28 & 29)


At Awsworth Primary & Nursery School we are committed to ensuring that our pupils can achieve their BEST by valuing, nurturing and embedding the following key principles of Belief, Effort, Success and Teamwork:


We encourage Belief by…

  • Providing a safe, welcoming and happy learning environment that enables each child to have a belief in themselves, their abilities and their potential.
  • Providing a school where each child knows that they are valued and respected as individuals and that they have a voice that will be listened to.
  • Providing a school where everyone values the importance and love of life-long learning and where everyone has the opportunity to become a confident and successful learner.
  • Encouraging everyone to see that as global citizens they can make a difference to our world - locally, nationally and globally.
  • Ensuring our children aim high and that they do not settle for second best.
  • Instilling a culture of positive, mutually supportive relationships that foster a belief in oneself and a belief in others.


We encourage Effort by…

  • Providing the strategies that will help nurture pupils to overcome challenges and difficulties for themselves enabling them to become autonomous and adaptable learners.
  • Helping children become resilient learners who see the value and importance of keeping going and not giving up.
  • Creating opportunities for children to understand that they have the capacity to control, improve and value their own learning outcomes.
  • Celebrating achievement and identifying the contribution that effort has made towards it.
  • Promoting a ‘have-a-go’ culture where engagement, participation and enjoyment are valued as essential stepping stones to achievement and success.


We encourage Success by…

  • Ensuring that everyone enjoys the opportunity to achieve, and to celebrate and take pride in their own achievements, in the achievements of others and in the school as a whole.
  • Providing a stimulating, rich and relevant curriculum which enables children to leave our school as literate, numerate, creative and informed individuals.
  • Providing quality teaching that seeks to engage, inspire and motivate all pupils securing clear evidence of improvements in their learning.
  • Enabling the entire school community to engage with, participate in and commit to our learning journey, prioritising quality provision and establishing opportunities to become confident and successful learners.
  • Recognising progress and achievement in a way that rewards individuals, creates positive memories and inspires others.


We encourage Teamwork by…

  • Creating an environment where the success of individuals is acknowledged as being part of an equally valued TEAM culture where ‘Together Everyone Achieves More’.
  • Recognising that we are partners in the education of our pupils and committed to working in partnership with our parents and the wider community.
  • Ensuring that everyone who is associated with our rights respecting school community is committed to its success and treats one another with tolerance, kindness and respect.
  • Working with organisations beyond the school who with their insight, resources and expertise can enhance the quality of our existing provision.
  • Creating opportunities for everyone to make a positive contribution to the school and the wider community through tangible activity, a sense of pride and respect for themselves and others.


In our Foundation units everyone is a learner and everyone is committed to supporting learning in all its forms. It is a welcoming, safe environment where all contributions and roles are recognised, welcomed and valued and where all achievements are celebrated.   We know that everyone is talented and believe it is our role to find out how – through exciting and engaging learning opportunities and high-quality teaching experiences.



“The Early Years Foundation Stage (EYFS) sets the statutory standards that all early years providers must meet. This includes all maintained schools, non-maintained schools, independent schools and all providers on the Early Years Register.


The EYFS aims to provide:

  • Quality and consistency in all early years’ settings.
  • A secure foundation for all children for good progress through school and life.
  • Partnerships between different practitioners.
  • Partnerships between parents or carers and practitioners.
  • Equality of opportunity for all children.”

(Department for Education, 2014)



In our Foundation Stage it is our aim to:

  • Provide a bright, welcoming, stimulating and safe environment in which children and their parents feel happy and secure.
  • To actively involve parents in their children’s learning. (In support of RRSA Articles 5 & 18)
  • To provide a broad and balanced curriculum to build on the children’s prior knowledge and experiences.
  • To provide opportunities to encourage co-operation and independence.
  • To promote the value of play as a learning experience. (In support of RRSA Article 31)
  • To ensure that every child has equal access to all areas of the curriculum irrespective of gender, ethnic or social background, religion or disability. (In support of RRSA Articles 2, 12, 13, 14 & 15)
  • To work as an effective staff team.



The Head Teacher, supported by the Early Years Foundation Stage Leader, is responsible for the implementation and management of the Early Years Foundation Stage Policy at Awsworth Primary & Nursery School.  It is the responsibility of every member of staff to implement that policy in their day-to-day actions and experiences.


The Governing Body has overall responsibility for reviewing and ratifying the Early Years Foundation Stage Policy of Awsworth Primary and Nursery School and for ensuring it does not discriminate on any grounds, including but not limited to: ethnicity/national origin, culture, religion, gender, disability or sexual orientation.

The EYFS Framework Promotes Four Principles for High Quality Provision:

A unique child:

Every child is a unique, competent learner. Children develop in individual ways and at varying rates. Children’s attitudes are fluid and can be influenced by others.


Positive relationships:

Children learn to be strong, independent individuals by developing secure relationships with adults and peers alike. Relationships with parents and carers are also important and will be nurtured and developed. Any relationship will be respectful, caring and professional.


Enabling environments:

The learning and play environments are vital for supporting and extending a child’s development. In the classroom and outdoor environment, we observe and assess the children’s development and interests. Based on these observations, suitably challenging activities and experiences are planned to extend their learning and achievement.


Learning and development:

Awsworth Primary & Nursery School is organised in a way that encourages children to explore and learn safely across the foundation units, with indoor and outdoor provision. There are areas for activities and play, and others for quiet time and rest. The settings are designed to enable children to learn and play independently.


EYFS Curriculum (In support of RRSA Articles 13, 15, 28, 29, 30 & 31)

At Awsworth Primary & Nursery School we follow the EYFS framework (2021). Within this framework there are four guiding principles which shape our practice.

These are:

1.          Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.

2.         Children learn to be strong and independent through positive relationships.

3.         Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.

4.         Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).


Our curriculum encompasses seven areas of learning and development. All areas of learning and development are important and inter-connected.

Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving.

These are called the prime areas:

•           communication and language

•           physical development

•           personal, social, and emotional development.

Four areas help children to strengthen and apply the prime areas.

These are called the specific areas:

•           literacy

•           mathematics

•           understanding the world

•           expressive arts and design


Throughout their time in the EYFS our children partake in an ambitious curriculum which is designed in a sequential way to ensure progress towards the end of reception goals. These goals are defined as Early Learning Goals (ELGs) The descriptors for these can be found in the appendix.


Our curriculum incorporates learning through play, learning by adults modelling, by observing each other and through guided learning and direct teaching. It is also important to highlight that our plans are flexible to allow us to respond quickly to children’s new interests and/or needs.

Weaving throughout the EYFS curriculum at Awsworth are three Characteristics of Effective Learning.

•           playing and exploring - children investigate and experience things, and ‘have a go’.

•           active learning - children concentrate and keep on trying if they encounter difficulties and enjoy achievements.

•           creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

These elements underpin how we reflect on each child’s development and adjust our practice accordingly. Supporting children in their individual learning behaviour and observing the context of children’s play is essential.


We plan children’s activities to reflect their interests. Assessment is conducted through observation and focused individual, group and whole class teaching sessions. We use the website ‘Scholarpack’ to record data and assessment.


The Learning Environment and Outdoor Spaces

The foundation units are organised in such a way that children can explore and learn in a safe environment. Equipment and resources are accessible and can be located and used independently by children. The enclosed outdoor spaces are secure and offer children the opportunity to explore a different environment, presenting them with different challenges and experiences. These areas have recently been improved and developed to give our children the best opportunities possible to achieve their BEST. Activities are planned throughout the foundation units to help the children develop in all areas of learning.  We encourage children to explore the outdoors at all times of year and in all weathers.  We provide appropriate clothing if required.


Relationships (In support of RRSA Article 15)

At Awsworth Primary & Nursery School, we believe it is important for children to learn social skills and to develop relationships with peers and adults. This will be achieved through carefully planned activities relating to the Personal, Social and Emotional Development aspects of the EYFS curriculum and through playing and interacting with other children and adults.  It will be mostly child led.  Positive relationships and good manners will be modeled by all staff towards each other and towards the children.


The Parent - Teacher Partnership  (In support of RRSA Articles 5 & 18)

The EYFS setting cannot function without the enduring support of parents and carers.  We recognise that parents are the child’s primary educator and we recognise this important role through regular engagement including:


  • Initial information and admission meetings for completion of admission forms and to sign permission slips for visits out of school, use of photographs of their child for assessment purposes and using the internet at school.
  • Having an open-door policy to enable parents to come and speak with staff should they have any concerns.
  • Twice annual parents’ evenings.
  • Regular parents’ information afternoons.  E.g., phonics and maths sessions.
  • Events and activities throughout the year which bring together children, parents and the school. E.g., celebration days.
  • Sending activities home for parents to complete with their children.

Admission & Transition

Children are admitted to our foundation stage as per our school admission policies.

When children start in Foundation 1, our part-time pre-statutory school provision, their parents/carers are invited to stay with them initially to share the experience of starting at Awsworth.  They have the opportunity to see how the sessions run and some of the experiences available to their child.


When children start in Foundation 2 (Reception) parents/carers are invited to meet staff, look around the unit and find out more about what their child will experience at the school.  Children are given the opportunity to meet their new teacher and explore the learning environment.


Special Education Needs and Disability (SEND) (In support of RRSA Article 23)

We strongly believe that early identification of individual needs is crucial in enabling staff to meet the needs of each child.  Concerns are discussed with parents at an early stage in an open, honest and sensitive manner.  The school SEND leader will offer support and advice, seeking outside agency partnerships as appropriate.  Further information is found in our SEND Policy.


Assessment and Reporting to Parents (In support of RRSA Articles 16 & 18)

Assessing children’s progress against the Early Learning Goals is a continuous process throughout the EYFS. At the end of Foundation 2 there is a legal requirement for us to assess all children against the Early Learning Goals in order to identify whether they are at the ‘emerging’ or ‘expected’ level of learning.  These assessments are reported to parents, to the Local Authority and the DfE.


We moderate our judgments across the primary schools within the local family and are involved in external moderations with other schools across our Local Authority.



The safety of every child is paramount at Awsworth Primary & Nursery School. We have a robust Safeguarding & Child Protection Policy to ensure the children in our care are protected.


Welfare (In support of RRSA Article 24)

In order to promote the health and wellbeing of all children we:

  • promote the safety and welfare of the children in our care by ensuring:
  • a supply of fresh drinking water is available on the premises at all times.
  • regular discussions are held with parent/carers to ensure that individual needs are met as appropriate.
  • children’s dietary needs are discussed with parents and acted upon as appropriate.
  • fruit and milk are available during the session for children to access independently.
  • promote good health and prevent the spread of infection by taking appropriate action when children are ill by ensuring:
  • a qualified first aider is accessible.
  • accidents and injuries are recorded in an accident book.
  • manage the behaviour of the children in our care in a way that is appropriate for their individual needs and stage of development and in line with our behaviour policy.
  • ensure that adults who have access to children, or who look after children, are suitably vetted and trained.
  • ensure that the settings are fit for purpose and that furniture and equipment is safe by ensuring:
  • a fire and emergency evacuation procedure is in place with regular practice evacuations.
  • maintain records, policies and procedures required for safe and efficient management of the setting.


Health and Safety

Our full Health and Safety Policy is available on our website or on request.


Policy Date: September 2021

Staff Lead: Gareth Taylor

Link Governor: Karen Eardley

Review: Autumn 2024