The Foundation Stage at Newlands School

In the Foundation Stage, all children are provided with experiences and teaching that addresses: Personal, Social and Emotional Development; Communication (including language and literacy); Problem solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development.

In the Foundation Stage, children have access to first-hand experiences based upon Play, Communication and Exploring. Teachers and their assistants provide opportunities for the children to:

learn in high-quality, well-organised and stimulating indoor and outdoor learning environments
have a quality education that is integrated with quality care
enjoy early learning as part of a lifelong process
have a learning experience which fully involves their parent and provides opportunities for them to learn and develop together
develop strong self-esteem and motivation
have access to learning opportunities that are based upon ongoing assessment of what they already know and can do
have their different needs respected and catered for
develop as active learners and creative and critical thinkers
grow in confidence
establish successful relationships with adults and peers.
spend their time with professional, caring staff who are early years trained and who frequently and critically examine their own practice in order to improve
have teachers and early childhood educators who undertake frequent training and development

All teachers and early childhood educators work as an active, contributing part of a team, to:

undertake formative assessment of children’s play and involvement throughout the academic year
undertake and assist in observations, monitoring, assessment and recording of children’s learning and development
observe children daily in various ways: taking notes, writing focused observations, tacking children through a session, taking photographs and video footage
use information about experience and attainment to set well-grounded developmentally appropriate expectations for children.
monitor children’s progress and attainment to give clear and constructive support to children and their parents/carers.
with colleagues identify children’s individual developmental, emotional and behavioural needs and recognise all forms of communication (including non-verbal).
have regular meetings with colleagues in which the children are discussed, their learning and care needs are planned for and provision organised through the indoor/outdoor areas and bases
participate in weekly, termly and yearly curriculum planning with colleagues that meets curriculum requirements for the children
plan high quality learning and teaching experiences for each day with a specific learning focus, which target some children
plan for some adults to be deployed in an area or activity and others to be in a more flexible role – supporting child-initiated learning
meet the needs of more able and less able children as appropriate
prepare and present accurate and effective ongoing reports of children
undertake summative assessments of children’s achievement using tracking tools
use parents’ knowledge of their children to inform curriculum planning where possible and practical.
encourage children to think about and reflect upon their learning and develop their autonomy, decision-making, self-discipline, involvement, independence and emotional well-being
provide planned learning and teaching opportunities through free-flow play, talk, investigation and problem-solving, first-hand experiences, games and group activities
acknowledge and respect parent/s’ role as children’s first and most enduring educators by working in open partnership; encouraging their involvement and participation and supporting their developing understanding of children’s learning
encourage and support open dialogue and mutual respect with parents
share with parents information about their child’s learning, development, health and welfare on an ongoing and confidential basis
informally share with parents/carers the policies and procedures of the school
visibly demonstrate good practice through daily interactions, wall displays etc.
participate in home visits to support children and families during the time that they use the school
deal with initial queries from parents/carers relating to own Family Worker group or room/wing
work within the Code of Practice for children with Special Educational Needs

Staff share responsibility for the presentation of children’s emergent writing, drawing, painting and model-making through stimulating, developmentally-appropriate, culturally diverse interest-areas and displays.