Welcome to EYFS at Upperwood … it truly is where the magic happens. We believe that having a fantastic foundation stage experience gives children the very best start to their primary school learning journey.

We are registered to accept 45 full time Reception children whom are currently taught by 2 class teachers in a shared space. We take huge care in cultivating a creative and inspiring learning environment that helps children consolidate the 7 strands of learning in the EYFS. With the help of skilled and nurturing adults we hope that children all achieve their very best whilst having lots and lots of fun.

Upperwood Academy is a popular primary school within our community.  Throughout the school year we can arrange tours of the school that give prospective parents/carers and children a valuable insight into our school, how we work and our facilities. These visits are by appointment only and to find out more information and/or make an appointment then please contact the school office on : 01226 754 336 or via email upperwood@hcacademytrust.education

The formal admission process in obtaining a place at Upperwood for full time places, is undertaken by Barnsley Local Authority.

Upperwood Academy EYFS Policy

INTENT
At Upperwood Academy our aim is to give each child a happy, positive and fun start to their school life in which they can establish solid foundations on which to expand and foster a love for lifelong learning. We work closely in partnership with parents and carers to support children in their transition to school and through their learning and development in Reception. We aim to enable each child, through support, encouragement and high expectations, to develop to their full potential in all areas 7 areas of learning. By providing a safe loving and welcoming space in which to learn we encourage children to develop independence and take on new challenges, building their skills and resilience.

We follow the statutory requirements of the Early Years Foundation Stage Curriculum (EYFS) and teach children the knowledge and skills they need to know as outlined in the 7 areas of learning.

When developing our curriculum we carefully considered the following;

·         What do children need to know in line with the requirements of the EYFS;

·         What do children need to know in order for them to successfully access the National Curriculum as they transition to Year 1;

·         What additional knowledge do they need as a foundation for their future learning in a range of subjects through the rest of their Upperwood Learning Journey.

Children enter our school having either accessed some form of PVI provision previously, and as such this results in a wide range of needs and differing knowledge bases as they enter Reception. We recognise all children’s previous learning both from home and previous settings as having made a valubale contribution to theie starting point.  Within the first 6 weeks that a child starts reception, staff will administer the Reception Baseline Assessment (RBA).  Following this, children are regularly assessed against all  areas of learning; this is an integral part of the learning process.

The EYFS consists of 7 areas of learning.

The 3 prime areas are:

·         Communication and language

·          Physical development Personal

·         Social and emotional development

There are also four specific areas through which the prime areas are strengthened and applied:

·         Literacy

·         Mathematics

·         Understanding the world

·         Expressive arts and design

At the end of the EYFS, staff complete the EYFS profile for each child. Pupils are assessed against the 17 Early Learning goals, indicating whether they are:

·      Meeting expected levels of development

·      Not yet reaching expected levels (‘emerging’)

The profile reflects ongoing observations, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers.

By providing a holistic approach to learning in a stimulating environment with responsive and supportive staff, our intent is to ensure that all children make at least good progress from their starting points and are equipped with the skills and knowledge to have a smooth transition into Year 1.

IMPLEMENTATION

Daily Routine.

Our reception classes loosely follows the same timetable and school day as kS1. Children access the hall and large playground at lunch times.  We have taught phonics, literacy, maths and topic sessions all interspersed with access to the continuous provision and outdoor play.  Towards the summer terms children start to attend assemblies and get changed into PE kits for PE ready for their transition into year 1.

Planning & Organisation

Each half term, EYFS staff introduce a new theme to provide inspiration for learning, whilst providing the flexibility for children to follow their own interests and ideas. Children learn through a balance of child-initiated and adult-directed activities. The timetable is carefully structured so that children have directed teaching during the day followed by small focused group work. This means the teacher can systematically check for understanding, identify and respond to misconceptions quickly and provide real-time verbal feedback which results in a strong impact on the acquisition of new learning. Children are provided with plenty of time to engage in ‘exploration’ throughout the variety of experiences carefully planned to engage and challenge them in the continuous provision. The curriculum is planned for the inside and outside classrooms as we understand the importance of time outside for children’s wellbeing and acquisition of skills.

Children often need a starting point or a ‘hook’ to learn new things and as such we have developed a topic based approach to deliver learning outcomes across the academic year. Where possible, this links with the natural events and cycles of our country and key dates and celebrations that occur to provide children with a real time understanding of the world around them. Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning principles. As such, there is a strong emphasis on the Prime Areas of learning; Personal, Social and Emotional Development and Communication and Language, including Oracy.

There are 2 teaching carpet spaces within the unit 1 for Oaks class and 1 for Elms class. The remainder of the space is continuous provision where activities are planned in areas that support each of the 7 strands of learning within the EYFS. These include a math’s area, home corner, creative area, reading den, literacy/mark making amongst other changeable areas dependent on topic.

EYFS have their own secure outdoor space which includes a mud kitchen, Music station, large construction and a shelter. We also have access to the KS1 playground and wooden trim trail for more gross motor activities. In Spring and Summer terms we also access the shared community garden to teach children about growing seeds and caring for our environment.

Reading and Phonics

Reading is the golden thread that runs throughout our curriculum and our aim is to encourage a love of reading from the start. In EYFS we have core literacy texts each half term linked to our half termly theme. These books will be embedded in our provision through activities, story sessions and on display for children to access independently to consolidate their learning. In addition to these children vote daily for their favourite story to read at the end of the day.  Our aim is to expose children to a range of books that not only develop a love of reading, but have been chosen specifically to develop their oracy, vocabulary and comprehension. Through this, children begin to internalise new vocabulary, language patterns and begin to retell stories.

We follow the Read Write Inc Phonics Program and stream by ability across school. In Reception, our initial aim is to teach individual graphemes so that children will then develop GPC and segmenting and blending skills to decode words. Children are encouraged to read at home and are listened to regularly in school. Children are given books that match their phonic knowledge to enable them to apply their learning to become successful, confident and fluent readers.

Phonic assessments are carried out by our phonics lead every half term to stream children into teaching groups.

Mathematics

In Reception, we follow the White Rose Maths scheme of work which is divided into 3 weekly units. This is supplemented by teaching practice derived from Karen Wilding who specialises in subitising and number sense. High quality learning environments and meaningful interactions with adult’s support children in developing number sense and critical mathematical thinking . Pupils learn through games and tasks using concrete manipulatives and pictorial structures and representations which are then rehearsed applied and recorded within their own child-led exploration. There is a focus on subitising, noticing, comparing number and understanding the composition of numbers.

Wider Curriculum

Our wider curriculum is taught through the learning areas; ‘Understanding of the World’ and ‘Expressive Arts and Design.’ We have mapped out the knowledge and skills children need in these areas and ensured that it links with the knowledge and skills children go on to learn further through school in foundation topic areas. Exciting, purposeful, and contextual activities are planned to build on children’s natural curiosity. For example, building a boat outside in the large construction enables them to think like a ‘Scientist’ and ‘Engineer’ as they explore a range of materials and test out their own ideas. Building further on our oracy focus, children will be encouraged to employ subject specific language and terminology in foundation subjects, and such vocabulary will be modelled, both verbally and orally, by supporting practitioners.

We place a high importance of the value of learning outdoors and drawing on the natural world to invoke children’s curiosity and support their understanding of what happens in the world around them.

Our inclusive approach means that all children learn together, but we have a range of additional intervention and support for children who may not be reaching their potential or are showing a greater depth of understanding and need further challenge. This includes, for example, sessions for developing speech and language, social skills, fine motor skills, phonics, and mathematics. In addition, we have a number of children that may have EHC’s or School Support Plans where bespoke plans have identified that learning may need to take place specifically to meet their needs. Regular monitoring of teaching and learning by SLT and the EYFS leader ensure staff develop good subject knowledge and that this is consistent with what is offered in the rest of school.

SMSC & British Values

In the Early Years Foundation Stage we recognise that pupils’ spiritual, moral, social and cultural development plays a significant part in their ability to learn and achieve. We therefore aim to provide an education that provides pupils with opportunities to explore and develop their own values and beliefs, spiritual awareness, high standards of personal behaviour, a positive, caring attitude towards other people, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of cultures. We start with this straight away in the first term by introducing children to the Upperwood code and what this means in terms of routines and behaviour, treating other with respect and being kind having courage. This becomes the foundation for teaching British Values, we teach children to manage their own feelings and behaviour, learn right from wrong; individual liberty: we focus on children’s self-confidence and self-awareness and people and communities; Finally, mutual respect and tolerance: where the children learn to treat others as they want to be treated and how to be part of a community, forming relationships with others.

Teaching

Within our unit we aim to ensure there is a balance of adult-led and child-initiated activities across the day. At scheduled points in the day, the children will receive short bursts of teacher-led learning, sufficiently timed for the age of the children. However, much of the time is spent with children self-selecting tasks within the carefully planned continuous provision with adults observing or intervening to scaffold and extend learning where appropriate. The interaction between the adult and child is essential as the adult’s response to children builds understanding and therefore guides new learning. More importantly language is given alongside play, modelling speech and introducing new vocabulary. The role of all adults in the provision is to be a positive role model for the children in all aspects of their learning and behaviour and to support and develop children’s  communication skills.

Literacy and Math’s have specific taught inputs daily with focused activities guided by adults following this. Phonics is taught in streamed groups at the start of the school day.

Assessment

All ongoing observations are used to inform weekly planning and identify children’s next steps. This formative assessment does not involve prolonged periods of time away from the children and excessive paperwork. Practitioners draw on their knowledge of the child and their own expert professional judgements through discussions with other practitioners, photographs and physical examples such as a child’s drawing, mark making and writing. Some observations and examples of work are uploaded to our assessment system.

Transition

Upperwood Academy does not have its own F1 provision therefore all children who start in Reception are new to school. In the Summer terms we invite prospective pupils to stay and play sessions after the school day to enable children to become familiar with their new class and class teacher. If any children are attending PVI settings who have specific needs, then a visit will take place to their current childcare provider by the EYFS lead before that child starts formal school to gather information and share best practice.

Children then have staggered start in September, firstly staying for a short morning session, followed by morning session with lunch at school then moving to a full day. This is built up gradually to develop their resilience in accessing a full school day.

When children are coming to the end of the time in EYFS they start to participate in more whole school activities such as assemblies. They spend some time with their new teacher in their new class and staff within EYFS talk to them early on about becoming year 1’s in training.  Any child with SEND will have extra support around transition linked to their school support plan.

Partnership with parents and carers 

We believe that parents and carers are a child’s first educator and therefore work very closely to ensure they are involved in what we do with their child at school. We want parents to feel they can speak to us about their child at any time and feel comfortable in our setting and have an open door policy with our staff team.

Before children start school we have parent information sessions so they know what to expect as their child starts Upperwood. We have musical performances and celebrations that parents are invited to attend at certain points in the school year. In Foundation Stage we also use the Class Dojo App, which enables class teachers to share class and individual learning with parents and carers daily and weekly. We have an incredibly positive response to this as parents can see in real time what their child has been learning that day. In addition we have 2 information evenings per academic year where parent/ carers can have an individual appointment with their child’s teacher to talk about their learning and progress.

Roles and Responsibilities 

The EYFS leader is responsible for providing an overview of the EYFS curriculum working alongside all subject leaders to inform whole school planning of every subject. The leader is responsible for ensuring the curriculum is delivered in an effective and engaging way, guided and supported by a progressive scheme of learning.  They should know the EYFS and ensure that the needs of learners are met across the setting and have an overview of how children are assessed.

They are responsible for ensuring that an overview of the EYFS including all relevant policies and procedures are available on the school website.

The EYFS leader is responsible for leading the EYFS staff team including the planning, delivery, resourcing and monitoring of the unit.

The EYFS leader is responsible for the planning and implementation of any relevant visits and events, which are ran in school.

They are responsible for knowing how well children are achieving in the EYFS.

Health & safety and safeguarding

Children learn best when they are healthy, safe and secure, when their individual needs are met, and when they have positive relationships with the adults caring for them. We follow the safeguarding and welfare requirements detailed in the ‘Early Years Foundation Stage Statutory Guidance’ (2014). We follow whole school procedures for child protection and safeguarding (see whole school policy). All staff have up to date statutory training and within EYFS is a designated first aid provider. Administering of medication is only undertaken by the EYFS lead or designated members of SLT in their absence.

Any child who still requires nappy changes has their own individual intimate care file where records of every change is kept. The indoor and outdoor area is risk assessed daily and records are kept of this within the EYFS unit.

E Safety 

The Foundation Stage works in accordance with the whole school e-safeguarding Policy, which adheres to the ‘Statutory Framework for the Early Years Foundation Stage’, and can be found in main school.

Inclusion and SEND

At Upperwood Academy we are committed to equality and inclusion. We believe all our pupils can achieve. In accordance with the Inclusion and SEND Policy, children with special educational needs and/or disabilities, are included in all lessons.  Teachers should also take account of their duties under equal opportunities legislation that covers disability, ethnicity, gender, sexual identity, gender identity, and religion or belief. Teachers also take account of the needs of pupils whose first language is not English.

Teachers will set high expectations for every pupil in their class to participate as fully as they can in this subject through first quality teaching. Lessons will be planned and delivered in such a way so that potential barriers are removed and that teachers respond appropriately to the needs of individual and groups pf pupils.

At Upperwood, we have pupils with Special Educational Needs and/ or disabilities. Pupils may have needs that affect their learning and cognition, their communication and interaction, their social, emotional and mental health and their physical and sensory development. They may also be vulnerable in other ways. School identifies our SEND pupils and they are supported through a School Support Plan with targets which may be subject specific or will be across the wider curriculum. By understanding the needs of our pupils we can plan their learning accordingly. We build upon the strengths and interests of our pupils, whilst making reasonable adjustments, adapting resources and scaffolding of activities to enable their development of skills and knowledge.

All children are given every opportunity to reach their full potential in the EYFS.

At Upperwood Academy, we support our pupils through 1st quality teaching with due regard to the principles listed below. (EEF).

IMPACT

In Summer Term 2, the EYFSP is completed where teachers judge whether the child has met each of the 17 Early Learning Goals’s. They will be assessed as either ‘expected or ‘emerging.’ Whilst there is no judgement to state if a child is exceeding beyond an ELG, teachers, have a duty to provide a narrative for both parents and the Year 1 teacher.

EYFS staff have a good understanding of how ELG’s link to the National Curriculum, and through our robust planning and delivery across the spectrum of subjects – both core and foundation – children leave the EYFS stage with the skills, knowledge and confidence to continue their journey as scientists, historians, artists and geographers.

Our aim is that through carefully scaffolded teaching and by providing a diverse learning environment, most children will reach their expected development level across the 7 learning areas. They will have acquired a secure foundation in phonics that supports them in their reading and writing ready for their move into year 1. Their vocabulary will have been broadened from the books they have explored and from being in a language-rich environment. They will know how to be confident resilient learners who are kind and well-mannered and know the importance of following the Upperwood Code.

This policy is to be reviewed annually.