‘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…
We encourage Effort by…
We encourage Success by…
We encourage Teamwork by…
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:
(Department for Education, 2014)
In our Foundation Stage it is our aim to:
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.
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.
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 Early Adopter framework (2020). Within this framework there are four guiding principles which shape our practice.
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:
• 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 electronic system ‘EAZMAG’ to capture learning using cameras and tablets.
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:
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 ‘emerging’, ‘expected’ or ‘exceeding’. 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:
Health and Safety
Our full Health and Safety Policy is available on our website or on request.