At Tor View our vision for our Early Years Foundation Stage (EYFS) class is ‘Reach for the Stars!’ Together we learn, develop and are given the opportunity to achieve our potential in a positive and supportive environment in order to have the best start on our educational journey. Our curriculum is designed to develop the foundations for learning and treats each learner as an individual, fostering their interests and building on their strengths.
Our youngest pupils join Peach Tree class where they are taught through the prime and specific areas of learning.
The three prime areas of learning are:
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
The four specific areas of learning are:
- Mathematics
- Literacy
- Understanding the World
- Expressive Arts and Design
Physical Education is part of our Prime area of learning: Physical Development. Here we access the hall to undertake activities working on our curriculum targets.
Religious Education is incorporated into the area of Understanding the World through the aspect of People and Communities and is also delivered through assemblies.
Each pupil has individual targets relating to their EHCP and these are taught through individual focussed sessions, small group and whole class teaching opportunities. These lessons are known as Key Skills and each pupil has an individualised Key Skills Care Plan which outlines their priority targets. Many of these targets will relate to ‘learning to learn’ skills, developing pupils listening and attention, turn taking, engagement and how they attend to adult led tasks. These sessions continue across school daily.
Our curriculum takes a holistic approach, delivered through termly topics and engaging, play-based activities. These are designed to help learners achieve their learning outcomes and make progress (cognitive, social, physical, and emotional). However, we recognise that each pupil has individual learning needs. To support their engagement and development, we offer access to additional aspects of our broader '3-part curriculum,' tailored to support their learning.
We believe that a strong partnership between school and home is key to helping our students succeed. Our approach to home learning is designed to ensure that pupils are able to generalise their skills and knowledge across different environments. To support this, we provide various resources and opportunities for parents and carers to actively engage in their child's learning journey for example through workshops and trainings, parents evenings, meet and greet sessions, a target setting review within the first term of joining us and much more. By working together, we can help ensure that the skills your child is developing at school are effectively applied at home, strengthening their overall growth and learning experience. We are here to support you every step of the way.
– A Early Years Foundation Stage Policy At Tor View School, together we inspire, learn, enjoy and achieve. Aim This policy is intended to clarify the purpose and practice of our Foundation Stage setting within the school. Purpose and Aims of the Early Years Foundation Stage (EYFS) At Tor View School we believe that every child deserves the best possible start in life and support to achieve their full potential. A child’s experience in the early years has a major impact on their future. At Tor View we follow the principles as set out in the Statutory Framework to the EYFS. These guide the work of all practitioners working with children from 0-5 years; Rationale The Foundation class operates in a distinct way guided by the EYFS principles to ensure: Play and the ways in which our children engage with other people and their environment underpins the EYFS curriculum and is delivered through prime and specific areas of learning as outlined in the EYFS document: Prime Areas of Learning Specific Areas of Learning It is recognised that the characteristics of Effective Learning are interconnected with the Prime Areas and Specific Areas of learning. Classroom Organisation The classroom offers areas for being active and quiet, with opportunities for both indoor and outdoor play. These areas encourage exploration and imaginative play, accessed either independently or with differing levels of support. The classroom is set up to encourage children to find and locate equipment and resources independently. Whilst the Foundation Stage has its own curriculum and timetable every opportunity to take part in whole school events, such as themed weeks, is embraced. Responsibilities It is the responsibility of the Foundation class teacher to develop suitable learning experiences and ensure that the provision, both continuous and enriched, meets the needs of all pupils. The teacher is responsible for developing and resourcing the topics ensuring the use of signs, symbols and pictures throughout the environment. TAs interact with individual pupils within areas following plans & guidance in areas. All staff record developments on observation cards or evidence for learning. The Teacher/TA3 draw together observation evidence in summative reports & highlight any areas where further develop and observations are needed. TAs are allocated for sensory regulation, personal care/medical care needs/physiotherapy and positioning programmes, speech and language therapy, following set timetables and maintaining hygiene, moving and handling and health and safety policies. Teaching and Learning Styles Our topic based approach to teaching and learning ensures creative and imaginative play activities and experiences. In line with the EYFS all our planning is flexible enough to adapt to circumstances, allowing for individual interests and spontaneous investigation. All our pupils have a Key Skills and Care Plan with daily opportunities to work on priority targets. Once achieved, pupils are encouraged to generalize these skills within the classroom and school environment and new priority targets are set. Communication is at the centre of our practice and we promote a total communication environment. Through the use of Makaton signing, symbols, Objects of Reference, Sensory based approaches AAC, PECs, Intensive Interaction and Communication Profiles we aim to foster and develop all our pupils’ communication skills. Within the classroom children are ‘surrounded’ by language rich experiences, modeled continually by understanding and empathetic adults. Carefully structured direct teaching also ensures that pupils develop ‘Learning to Learn’ Skills which are integral to enable pupils to progress to a more formal and structured curriculum. Target Setting Each pupil is assessed on entry against the ELG and are tracked through their early years education. This assessment can take up to 4 weeks and will inform the target setting review to which parents and carers are invited in order to share their child’s Key Skills and Care Plan. This document identifies priority targets for the coming year in the school using Medical Needs and Therapy Requirements. A learner starting school in Reception will be assessed using the EYFS Curriculum and once entering KS1 they will be assessed onto Tor View’s Small Steps to Success document. A learner starting in KS1 or above will be assessed using Small Steps to Success to show the current level of ability within the steps and to identify next steps in learning. Throughout their time at Tor View, the Small Steps to Success Assessments will remain with the pupils as a working document and be updated to track progress on a regular basis alongside our database. Observation, Planning and Assessment Within the Foundation Stage setting observation is key to ensuring the provision is meeting the needs of the individual pupils. The observation is used to plan for the following weeks provision. Each pupil has a Primary Learning Journey file as an ongoing record of their experiences and progress throughout their Primary education. Evidence collated in specific areas of progress related to their Key Skills and Care Plans will remain with the pupils throughout the school. At Tor View we record judgements against the EYFS profile on a termly basis. From the wide range of evidence that has been collated a sample is presented by the EYFS teacher at a local cluster group for moderation. Induction We aim to ensure that each pupil’s formal educational life begins positively and we foster a respectful, professional and positive relationship with all new parents and carers. This relationship begins with a series of meetings and events from the Non Prejudicial visit to the acceptance of the place at Tor View. We do this through: We hold a Welcome Meeting in July, offering new parents and carers the opportunity to meet with the staff and other professionals in school (Nurse, Speech and Language Therapists, Parent Liaison Officer etc) and discuss any issues and personal needs for their children. We share key information such as uniform and sport kit, extended provision, structure of the day, parents groups, lunchtime provision and transport. New parents/carers have the opportunity to meet together with current parents/cares who are able to offer empathetic advice and support. We encourage regular contact between home and school using ClassDojo. Reporting to Parents Parental consultation meetings take place throughout the year in line with the rest of the school. In the Summer Term parents/carers receive an annual report of the progress their child has made throughout the year. In addition, we invite parents/carers to a Primary Presentation Afternoon and offer a CD of photographs taken throughout the year for parents to purchase. Throughout the year there are regular opportunities to celebrate achievement either as part of the Primary department or as a whole school. Updated by C.O’Brien 2024
