Foundation Stage
The Foundation Stage begins when children reach the age of three and covers the Pre-School and Reception classes. It is based around recommended targets laid down in the ‘Early Learning Goals’ and is designed to provide the basis for future learning through the National Curriculum.
The delivery of the Foundation Stage curriculum at West House recognises the importance of active learning through investigation, exploration, listening, observation, creation, experimentation and play.
Through the curriculum we aim to:
- Provide quality learning experiences for all pupils - learning which is structured, balanced, relevant to the child and related to the real world. Effective learning is fostered as children learn to play and work individually and in groups. They are encouraged to develop independence and work towards high standards of behaviour.
- Provide a curriculum which takes account of, and responds to, individual developmental needs and allows all pupils to make progress. The curriculum builds on previous learning experiences and helps children to develop positive attitudes towards progress and achievement.
- Ensure that positive experiences provide pupils with confidence and motivation for future learning. Children are supported in building a sense of self-respect, personal worth and identity, as well as being taught the value caring and sharing.
- Promote the ‘Early Learning Goals’.
- Maintain a partnership with parents that supports the work of the school and nursery in enhancing the development of the pupils.
Early Learning Goals
The early learning goals establish expectations for most children to reach by the end of the Foundation Stage, but are not a curriculum as such. They are organised into six areas and provide the basis for planning throughout the Foundation Stage, thus laying secure foundations for future learning. By the end of the Foundation Stage, some children will have exceeded the goals, while other children will be working towards some or all of the goals.
The early learning goals establish expectations for most children to reach by the end of the Foundation Stage, but are not a curriculum as such. They are organised into six areas and provide the basis for planning throughout the Foundation Stage, thus laying secure foundations for future learning. By the end of the Foundation Stage, some children will have exceeded the goals, while other children will be working towards some or all of the goals.
The six areas are as follows:
Personal and Social Development
Successful personal, social, and emotional development is critical for very young children in all aspects of their lives and gives them the best opportunity for success in all other areas of learning. The school aims to provide the experiences and support to enable children to develop a positive sense of themselves. To give all children the best opportunities for personal, social and emotional development, the school gives particular attention to:
- Establishing constructive relationships with children, adults, parents and workers from other agencies, that take account of differences and different needs and expectations.
- Providing opportunities to give positive encouragement to children, with adults acting as positive role models.
- Planning opportunities for children to work alone, as well as in small and large groups.
- Ensuring that there is time and space for children to focus on activities and experiences and develop their own interests.
- Planning activities that promote emotional, moral, spiritual and social development alongside intellectual development.
- Providing positive images, for example, books and displays that challenge children’s thinking and help them to embrace differences in gender, ethnicity, religion, special educational needs and disabilities.
- Providing opportunities for play and learning that acknowledge children’s particular religious beliefs and cultural backgrounds.
- Planning for the development of independence skills, particularly for children who are highly dependent upon adult support for personal care.
- Providing support and a structured approach to achieve the successful social and emotional development of vulnerable children and those with particular behavioural or communication difficulties.
Communication, Language and Literacy
Communication, language and literacy depend on learning and being competent in a number of key skills, together with having the confidence, opportunity, encouragement, support and disposition to use them. This area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple texts and writing for a variety of purposes. To give the children the best opportunities for effective development and learning in communication, language and literacy, the school gives particular attention to:
Communication, language and literacy depend on learning and being competent in a number of key skills, together with having the confidence, opportunity, encouragement, support and disposition to use them. This area of learning includes communication, speaking and listening in different situations and for different purposes, being read a wide range of books and reading simple texts and writing for a variety of purposes. To give the children the best opportunities for effective development and learning in communication, language and literacy, the school gives particular attention to:
- Providing opportunities for children to communicate thought, ideas and feelings and build up relationships with adults and each other.
- Incorporating communication, language and literacy development in planned activities in each area of learning.
- Giving opportunities to share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books.
- Giving opportunities for linking language with physical movement in action songs and rhymes, role play and practical experiences such as gardening.
- Planning an environment that reflects the importance of language through signs, notices and books.
- Providing opportunities for children to see adults writing and for children to experiment with writing themselves through making marks, personal writing symbols and conventional script.
- Providing time and opportunities to develop spoken language through conversations between children and adults, both one to one and in small groups, with particular awareness of, and sensitivity to, the needs of children for whom English is an additional language.
- Planning opportunities for children to become aware of languages and writing systems other than English, and communication systems such as signing and Braille.
- Early identification of, and response to, any particular difficulties in children’s language development.
- Close teamwork between, where appropriate, speech therapists and other language specialists.
Mathematical Development
Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Mathematical understanding is developed through stories, songs, games, imaginative play, so that children enjoy using and experimenting with numbers, including numbers larger than 10. To give all children the best opportunities for effective mathematical development, the school gives particular attention to:
Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes counting, sorting, matching, seeking patterns, making connections, recognising relationships and working with numbers, shapes, space and measures. Mathematical understanding is developed through stories, songs, games, imaginative play, so that children enjoy using and experimenting with numbers, including numbers larger than 10. To give all children the best opportunities for effective mathematical development, the school gives particular attention to:
- Providing many different activities, some of which will focus on mathematical development and some which will draw out the mathematical learning in other activities, including observing numbers and patterns in the environment and daily routines.
- Planning practical activities underpinned by children’s developing communication skills.
- Providing activities that are imaginative and enjoyable.
- Planning opportunities to observe, assess and plan the next stage in children’s learning.
Knowledge and Understanding of the World
In this area of learning, children are developing the crucial knowledge, skills and understanding that help them to make sense of the world. This forms the foundation for later work in Science, Design and Technology, History, Geography, and Information and Communication Technology (ICT).
In this area of learning, children are developing the crucial knowledge, skills and understanding that help them to make sense of the world. This forms the foundation for later work in Science, Design and Technology, History, Geography, and Information and Communication Technology (ICT).
To give all children the best opportunities for developing effectively their knowledge and understanding of the world, the school gives particular attention to:
- Providing activities based on first hand experiences that encourage exploration, observation, problem solving, prediction, critical thinking, decision making and discussion.
- Providing an environment with a wide range of activities indoors and outdoors that stimulate children’s interest and curiosity.
- Planning opportunities that help children to become aware of, explore and question issues of differences in gender, ethnicity, language, religion and culture, and of special educational needs and disability issues.
- Providing adult support in helping children communicate and record orally and in other ways.
Physical Development
Physical development in the Foundation Stage is about improving skills of coordination, control, manipulation and movement. Physical development has two other very important aspects. It helps children gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active. Effective physical development helps children develop a positive sense of well-being. To give all children the best opportunities for effective physical development, the school gives particular attention to:
Physical development in the Foundation Stage is about improving skills of coordination, control, manipulation and movement. Physical development has two other very important aspects. It helps children gain confidence in what they can do and enables them to feel the positive benefits of being healthy and active. Effective physical development helps children develop a positive sense of well-being. To give all children the best opportunities for effective physical development, the school gives particular attention to:
- Planning activities that offer appropriate physical challenges.
- Providing a range of outdoor and indoor activities.
- Giving sufficient time for children to use a range of equipment.
- Introducing the language of movement to children, alongside their actions.
- Supporting individuals and encouraging increasing independence in physical activities.
Creative Development
Creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning and another and so extend their understanding. This area of learning includes art, music, dance, role play and imaginative play. To give all children the best opportunities for effective creative development, the school gives particular attention to:
Creativity is fundamental to successful learning. Being creative enables children to make connections between one area of learning and another and so extend their understanding. This area of learning includes art, music, dance, role play and imaginative play. To give all children the best opportunities for effective creative development, the school gives particular attention to:
- Providing a stimulating environment in which creativity, originality and
expressiveness are valued. - Providing a wide range of activities that children can respond to by using many senses.
- Allowing sufficient time for children to explore, develop ideas and finish working at their ideas.
- Providing opportunities for children to express their ideas through a wide range of types of representation.
Play
Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. In playing, they behave in different ways; sometimes their play will be boisterous, sometimes they will describe and discuss what they are doing, sometimes they will be quiet and reflective as they play.
Well-planned play, both indoors and outdoors, is a key way in which young children learn with enjoyment and challenge. In playing, they behave in different ways; sometimes their play will be boisterous, sometimes they will describe and discuss what they are doing, sometimes they will be quiet and reflective as they play.
Through play, in a secure environment with effective adult support, children can:
- Explore, develop and represent learning experiences that help them make sense of the world.
- Practice and build up ideas, concepts and skills.
- Learn how to control impulses and understand the need for rules.
- Be alone, be alongside others or cooperate as they talk or rehearse their feelings.
- Take risks and make mistakes.
- Think creatively and imaginatively.
- Communicate with others as they investigate or solve problems.
- Express fears or relive anxious experiences in controlled and safe situations.
At West House, carefully planned and well-structured play is central to the provision for the Nursery and Reception children.
Assessment and Reporting
The school has adopted the QCA Foundation Stage Profile.
The school has adopted the QCA Foundation Stage Profile.
Staff keep individual assessments and observation records of the children, highlighting the Stepping Stones and Early Learning Goals achieved by each pupil. Parents receive progress reports in the Autumn and Spring Term, and a full report based on the Foundation Stage Profile at the end of the academic year.