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Foundation Phase

Age

Year Groups

3-6

Nursery and Reception

Years 1 and 2

Nursery, Reception, 1 and 2

Staff

Head of the Foundation Phase – Mrs Catrin Jones Williams
Nursery/Reception teacher – Miss Catrin Jones
Foundation Phase Teacher – Miss Bethan Anthony
Years 1 and 2 Teacher – Miss Sioned Davies

Early Years Foundation Stage Philosophy

We believe that each child is a unique individual who can be nurtured by the staff to their full potential. This is reflected with the programme offered, which is designed to build upon each child’s individual strengths and skills.

We will provide a safe, caring and stimulating environment that meets the developmental needs of each child. We will seek to know each child, based on observation and interaction with the children and communication with parents and carers, and provide experiences that match each child’s interests and development.

Play encourages the physical, social, emotional, creative and cognitive development of the child – children learn through play. We believe that children should be given time to grow, to try and reflect and to experience success so that they are able to face future challenges, build on their strengths and accept their individual limitations without fear of failure.

We recognise that the main component in a successful stimulating EYFS plan is the staff. Staff will work closely alongside parents and carers, sharing information and experiences regarding your child, ensuring open lines of communication.

Learning in the Early Years Foundation Stage

Our work in the EYFS emphasises that all children should have opportunities to develop their skills of learning and development through :-

  • A developmental curriculum
  • Encountering all areas of the curriculum and developing their growing social skills
  • Ensuring that the children have a wide range of challenging and stimulating experiences during indoor and outdoor activities
  • When planning for learning experiences/activities through play, we start with the child.

Our aim is to provide motivational, specific and challenging experiences in the foundation phase.

We believe and ensure that all children are included in all activities and not denied opportunities because of gender, cultural background, social circumstances or special needs. We believe in equal access to the curriculum for all children.

Learning in the EYFS framework is defined into 7 areas – 3 prime areas and 4 specific areas :-

Prime Areas

  • Personal, Social and Emotional Development – includes developing an awareness of self and others and a sense of caring. Children are encouraged to work as part of a group and understand and follow rules. Activities are planned which help children to become independent and to make decisions independently.
  • Communication and Language – includes encouraging the children to become confident users of spoken language. We also promote conversation skills, listening skills, understanding and clear speaking skills.
  • Physical Development – focuses on improving the children’s skills in co-ordination, control, manipulation and movement. Large motor skills are used and practised through the use of climbing apparatus, bikes and the outdoor area. Children have the opportunity to throw, catch, run, jump, push, pull etc. Fine motor skills are promoted through a variety of activities and using equipment such as pencils, colouring pencils, crayons, pens, felt-pens, paint brushes, scissors, tweezers, clay and dough equipment.

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive Arts and Design

EYFS Profile

Children develop at their own rates and in their own ways but, by the end of the FP, we would expect most children to have achieved the Early Learning Goals. There are 7 areas of learning and they are outlined below, along with some ideas of how you can support your child to achieve them.

Personal, Social and Emotional Development 

Your child will work towards achieving these goals:

  • Play co-operatively, taking turns with others. Take account of one another’s ideas about how to organise their activity. Show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.
  • Be confident to try new activities, and say why they like some activities more than others. Be confident to speak in a familiar group, talk about their ideas, and choose the resources they need for their chosen activities. Say when they do or don’t need help.
  • Talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. Work as part of a group or class, and understand and follow the rules. Adjust their behaviour to different situations, and take changes of routine in their stride.

How to help your child:

  • Arrange opportunities to play with others
  • Spend time chatting
  • Ask questions
  • Introduce table manners
  • Practise sharing and taking turns
  • Play turn-taking games
  • Praise positive behaviour
  • Give examples and explanations about caring for the environment and all living things
  • Encourage your child to be independent and make choices
  • Recognise and enjoy your child’s successes
Communication and Language 

Your child will work towards achieving these goals:

  • Listen attentively in a range of situations. Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Give their attention to what others say and respond appropriately, while engaged in another activity.
  • Follow instructions involving several ideas or actions. Answer ‘how’ and ‘why’ questions about their experiences and in response to stories and events.
  • Express themselves effectively, showing awareness of listeners’ needs. Use past, present and future forms accurately when talking about events that have happened or are to happen in future. Develop their own narratives and explanations by connecting ideas or events.

How to help your child:

  • Engage in conversation, speaking in your home language
  • Encourage speaking in phrases and sentences
  • Enjoy songs and rhymes together
  • Play games which involve listening for a signal, e.g. ‘Simon Says’
  • Listen to made up stories
  • Share books together
  • Listen to your child and take account of what they say when you reply
  • Talk to your child about what they have been doing and help them remember and talk about events
Physical Development 

Your child will work towards achieving these goals:

  • Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space. Handle equipment and tools effectively, including pencils for writing.
  • Know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. Manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

How to help your child:

  • Plenty of exercise, going to the park / swimming
  • Playing games with rules – fast/slow/stop/start
  • Ensure correct grip of pencil and scissors
  • Show your child how to handle scissors with care
  • Use play-dough to develop finger muscles
  • Use jigsaws and puzzles
  • Use bicycles/tricycles safely
  • Provide and talk about healthy food choices
  • Provide clothes and shoes which enable independent dressing
  • Ensure good toilet / hygiene training
Literacy

Your child will work towards achieving these goals:

  • Read and understand simple sentences. Use phonic knowledge to decode regular words and read them aloud accurately. Also read some common irregular words. Demonstrate understanding when talking with others about what they have read.
  • Use their phonic knowledge to write words in ways which match their spoken sounds. Also write some irregular common words. Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

How to help your child:

  • Go to the library
  • Share books together
  • Enjoy the books sent home from school
  • Point out labels in shops
  • Play games like ‘word/letter’ bingo
  • Encourage drawing and colouring
  • Encourage your child to recognise and write their name and other familiar words
  • Pick out letters from name
  • Encourage writing in correctly formed lower-case letters
  • Involve your child in everyday literacy such as writing a shopping list, writing birthday cards etc.
Mathematics

Your child will work towards achieving these goals:

  • Count reliably with numbers from 1 – 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, add and subtract 2 single-digit numbers and count on or back to find the answer. Solve problems, including doubling, halving and sharing.
  • Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare qualities and objects and to solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

How to help your child:

  • Ask for bigger/smaller items when shopping
  • Set the table using 3 cups, plates etc.
  • Practise counting as you walk along
  • Ask for one more/less
  • Use number rhymes and songs
  • Use everyday objects for matching and counting
  • Practise correct number formation
  • Point out and talk about patterns
Understanding the World

Your child will work towards achieving these goals:

  • Talk about past/present events in their lives and in the lives of family members. Know that other children don’t always enjoy the same things, and are sensitive to this. Know about similarities and differences between themselves and others, and among families, communities and traditions.
  • Know about similarities/differences in relation to places, objects, materials and living things. Talk about features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants and explain why some things occur, and talk about changes.
  • Children recognise that a range of technology is used in places such as homes and schools. Select and use technology for particular purposes.

How to help your child:

  • Point out interesting features e.g. different insects, different types of homes
  • Encourage your child to explore puddles, trees and different surfaces such as grass/sand/pebbles
  • Discuss the changing Seasons
  • Tell stories about places/journeys
  • Talk to your child about their home and how it might be different to other children’s homes
  • Tell them about your school or childhood
  • Ask about the class theme
  • Encourage use of the computer / i-pad if you have one, or visit the library to use theirs
Expressive Arts and Design 

Your child will work towards achieving these goals:

  • Sing songs, make music and dance, and experiment with ways of changing them. Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture form and function.
  • Use what they have learnt about media and materials in original ways, thinking about uses and purposes. Represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.

How to help your child:

  • Appreciate all the works of art that are sent home
  • Develop your child’s imagination and talk with them about their ideas
  • Sing along / admire their singing
  • Clap to tunes
  • Join in their dancing
  • Encourage them to mix paint, colour, make models, cut out, glue
  • Give opportunities for role-playing