Foundation Stage Policy
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Policy for the Foundation Stage.
This policy reflects the values and philosophy in relation to the teachimg and
learning of the Foundation Stage. It gives a framework within which all staff
work and gives guidance on planning, teaching and assessment.
This policy document, having been presented to, and agreed upon by the whole staff
and the governing body, is distributed to all individual members of the teaching and
non-teaching staff and school governors. Further copies of the policy are available
in the Nursery and the Head Teacher's office. A copy of the document is also in
the schools General Advisor and Inspector's boxes which are kept in the Head Teacher's
office. Extra copies are available from the Foundation Stage staff.
The Curriculum for the Foundation Stage should underpin all future learning by
supporting, fostering, promoting and developing children's:
We endeavour to provide a well planned and resourced curriculum to take the children's
learning forward and to provide opportunities for each child to succeed in an atmosphere
of care and of feeling valued. The monitoring of each child's progress throughout the
Foundation Stage is essential to ensure that they are making progress and that particular
difficulties in any of the areas of learning, whatever the cause, are identified.
- personal, social and emotional wellbeing: in particular by supporting the transition to and
between settings, promoting an inclusive ethos and providing opportunities for each child
to become a valued member of that group and community so that a strong self image and
self-esteem are promoted;
- positive attitudes and disposition towards their learning: in particular an enthusiasm for
knowledge and learning and a confidence in their ability to become successful learners;
- social skills: in particular by providing opportunities that enable them to learn how to
co-operate and work harmoniously alongside and with each other and to listen to each other;
- attention skills and persistence: in particular the capacity to concentrate on their own play
or on group tasks;
- language and communication: with opportunities for all children to talk and communicate
in a widening range of situations, to respond to adults and each other, to practise and
extend the range of vocabulary and communication skills they use and to listen carefully;
- reading and writing: with opportunities for all children to explore, enjoy, learn about and
use words and text in a broad range of contexts and to experience a rich variety of books;
- mathematics: with opportunities for all children to develop their understanding of number,
measurement, pattern, shape and space by providing a broad range of contexts in which they
can explore, enjoy, learn, practise and talk about them:
- knowledge and understanding of the world: with opportunities for all children to solve
problems, make decisioins, predict, plan and question in a variety of contexts, and to
explore and find out about their environment and people and places that have significance
in their lives.
- physical development: with opportunities for all children to develop and practise their fine
and gross motor skills and to increase their understanding of how their bodies work and
what they need to do to be healthy and safe;
- creative development: with opportunities for all children to explore and share their thoughts,
ideas and feelings through a variety of art, design and technology, music, movement, dance
and imaginative and role play activities;