The EYFS Framework

The Statutory Framework for the Early Years Foundation Stage (EYFS) is based upon four themes:
 

• A Unique Child
• Positive Relationships
• Enabling Environments
• Learning and Development

This policy explains how our practice is underpinned by these four themes.

A Unique Child

At Eastchurch we ensure that every child is a competent, happy learner who can be resilient, capable, confident, and self-assured. We recognise that each child is on their own learning journey as children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration and rewards, to encourage children to develop a positive attitude to learning.

Positive Relationships

At Eastchurch we recognise that children learn to be strong, confident, and independent from being in secure relationships. We model and foster curiosity, determination, honesty and the ability to make connections within their learning and with their peers through our school values. Foundation Stage practitioners discuss class rules with the pupils and embed the school’s positive behaviour policy so that every child can be happy, safe and ready to learn.
 

Enabling Environments

At Eastchurch, we recognise that the environment plays a key role in supporting and extending children’s development.

We provide a rich and varied learning environment to support pupils’ focus, critical thinking skills and imagination. We use a range of resources to evoke children’s curiosity and increase their motivation to investigate, explore and to become involved. This extends their ideas and experiences. By providing an exciting, stimulating environment, the children become eager to explore their learning environment which builds independence and promotes active learning.

Our environment is carefully planned to reflect curriculum topics, chosen literary texts, as well as planned to reflect children’s interests and the next steps in their development. The learning environment both inside and outside is adapted throughout the year to meet the developing needs of the children. The Foundation Stage classrooms are organised to allow children to explore and learn securely and safely. There are areas where the children can be active, quiet, creative etc. Each classroom has defined learning areas; where children are able to find and locate equipment and resources independently (see Appendix 2). Both the nursery and reception class have an enclosed outdoor area, and weather dependent, children can free flow between the indoor and outdoor spaces during child-initiated times. Being outdoors offers children opportunities to explore the natural world and explore equipment in different ways. They can use their senses, develop their language skills, explore mathematical ideas, solve problems, write for specific purposes and be physically active.

Learning and Development

At Eastchurch we believe children learn best through real experiences and active learning. Children thrive on structure and a clear daily routine, which provides for teacher directed, teacher initiated and child-initiated learning opportunities. We support children’s learning throughout the child initiated and planned play activities and in doing so we ensure children have opportunities to engage and thrive in all aspects and areas of learning.

At appropriate opportunities the adults will:

• Question, respond to questions and engage the child in extended conversations that support sustained shared thinking

• Extend vocabulary, knowledge, and skills

• Encourage independence

• Add resources that stimulate, motivate, and engage the learner

• Demonstrate/model and work alongside

• Help children to see links in their learning

• Support and encourage

• Encourage children to be problem solvers, problem setters and investigators

• Re-direct the play if necessary

• Help children to learn how to negotiate and resolve conflict

• Promote children’s well-being

• Observe and assess learning

• Record judgments and plan for next steps in learning

Teachers plan activities and resources both inside and outside to enable children to develop in all areas of learning. At our school, this is called ‘Discovery time’ which is carefully planned and resourced to ensure a wide range of learning opportunities are available for our pupils throughout the school year. We use the characteristics of effective development to assess individual engagement with the learning environment and make appropriate adaptations rapidly. 

At Eastchurch, we know that active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence, they learn to make decisions. It provides children with a sense of satisfaction as they take ownership of their learning. Children should be given an opportunity to be creative through all areas of learning, not just through the arts. Adults can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas, and asking open questions. Children can access resources freely and are allowed to move them around the environment to extend their learning.