1. Aims   

2. Legislation      

3. Structure of the EYFS 

4. Curriculum      

5. Assessment    

6. Working with parents/carers   

7. Safeguarding and welfare procedures

8. Monitoring arrangements        

1. Aims

  • This policy aims to ensure that children access a broad and balanced curriculum that gives them the broad range of knowledge and skills needed for good progress through school and life
  • Quality and consistency in teaching and learning so that every child makes good progress and no child gets left behind
  • Close partnership working between practitioners and with parents/carers
  • Every child is included and supported through equality of opportunity and anti-discriminatory practice
  • That children develop independence within a caring, secure environment
  • Through encouragement and high expectations children develop to the full; socially, physically, intellectually and emotionally

2. Legislation

This policy is based on requirements set out in the 2017 statutory framework for the Early Years Foundation Stage (EYFS)

3. Structure of the EYFS

In the British Council Early Years School Somosaguas, there are currently 2 Prenursery classes, 5 Nursery classes and 5 Reception classes.  Children then progress into Year 1 which is housed in the Early Years building. Children who enter the school in Nursery, will stay in the same class for two years and then the classes will be split in half at the end of Reception to create new classes in Year 1.

In El Viso there are 2 classes each of Prenursery, Nursery and Reception. After which pupils join the Somosaguas site.

4. Curriculum

Our Early Years setting is based on the curriculum as outlined in the 2017 statutory framework of the EYFS.

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.

The prime areas are:

  • Communication and language
  • Physical development
  • Personal, social and emotional development

The prime areas are strengthened and applied through 4 specific areas:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

The EYFS also includes the characteristics of effective teaching and learning. The teachers plan activities with these in mind. They highlight the importance of a child’s attitude to learning and their ability to play, explore and think critically about the world around them. The three characteristics are:

  • Playing and Exploring – children investigate and experience things  and ‘have a go’
  • Active Learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
  • Creating and Thinking Critically – children have and develop their own ideas; make links between ideas and develop strategies for doing things.

As children grow older and as their development allows, the balance gradually shifts towards more adult led activities to help children prepare for year 1.  Phonics is introduced informally from the third term of Nursery and then daily from Reception onwards. Children receive a weekly music and dance/movement lesson delivered by a specialist teacher.

Visits and Visitors

The children visit a wide range of settings to complement the curriculum E.g. museums, theatres and farms. Visitors are encouraged to come into school to talk to the children, examples of which include, older persons´ day, celebrating cultural festivities and open classes amongst others.

4.1. Planning

Staff plan activities and experiences for children that enable them to develop and learn effectively. In order to do this, practitioners working with the youngest children are expected to focus strongly on the 3 prime areas. We use the development statements in Development Matters (DfE 2012) to identify next steps for each child to deepen, challenge and extend their learning. Staff also take into account the individual needs, interests, and stage of development of each child in their care. Where a child may have a special educational need or disability, staff consider whether extra support is required, whether in-house or with an outside agency, where appropriate. Eg: Speech therapist.  In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and include these in their practice.

4.2. Teaching

Children are taught approximately between 85% and 90% of the time in English, the remaining time comprising Spanish lessons.  Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Practitioners respond to each child’s emerging needs and interests, guiding their development through caring and challenging positive interaction.

5. Assessment

At the British Council School, ongoing assessment is an integral part of the learning and development processes. Soon after children start School, they are assessed against the statements in the “Development Matters” document to see where their starting point (baseline) is.  Staff use this information and observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning.  Practitioners also take into account information shared by parents and/or carers. eg: “Wow moments”. Observations are recorded electronically and can be shared with parents at any time.  Parents/carers will be sent an electronic copy of the profile at the end of Reception.

At the end of the EYFS, pupils are assessed against the 17 early learning goals, indicating whether they are:

  • Meeting expected levels of development
  • Exceeding expected levels or,
  • Not yet reaching expected levels (‘emerging’)

The information is entered into the school MIS system, analysed by teachers to inform planning and support.  This should also be made available to the next teacher.

Practitioners are able to use the information to check if children are making adequate progress from their individual starting points and intervene as required.  From spring term in Reception children are assessed in phonics and receive sessions in differentiated groups.

6. Working with parents/Carers

We recognise that children learn and develop well when there is a strong partnership between practitioners and parents/carers.  Prenursery and Nursery parents/carers meet their child´s teaching team before term starts and in Reception and Year 1 within the first two weeks.

Parents/carers are kept up to date with their child’s progress and development through regular contact with the class teacher. Parents/carers receive medium term plans and weekly newsletters highlighting the main learning objectives of the week.  Teachers also share observations of the children on their individual profiles, which parents/carers receive at the end of the year.

At the end of each term, teachers report to parents/carers through both a written report and a parent meeting.  Parents/carers will be invited to open sessions in the school as well as curriculum presentations and informal drop ins to understand their child´s learning journey.

7. Safeguarding and welfare procedures

Our safeguarding and welfare procedures are outlined in our Child Protection policy.

8. Monitoring arrangements

This policy will be reviewed and approved by the school board every year. 

 Adopted: October 2018                                  Review: October 2020