At Chase Lane, as in the delivery of all the EYFS, we believe that that children learn best when they have the confidence to learn for themselves, through interacting with others, purposeful play and learning experiences with a balance of adult-led and child-initiated activities. It is important that the EYFS helps lay a secure foundation for future learning and development. It is a preparation for life and not simply preparation for the next stage of education.
Our Foundation Stage Values were developed by the whole Early Years team.
All our learning is underpinned by our Chase Lane Values which we believe are vital in a child's learning and development.
The Early Years Foundation Stage (EYFS) is for children from birth to five years of age, the final year of the EYFS is referred to as the Reception year. At Chase Lane Primary and Nursery Unit the EYFS includes children in the Nursery through to the end of their Reception year. Entry both into Nursery and directly into the Reception year is after a period of transition and induction.
Definition from the Statutory Framework for the Early Years Foundation Stage (EYFS)
‘Every child deserves the best possible start in life and the support that enables them to fulfil their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right. Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.’
Our aim at Chase Lane Primary and Nursery Unit is to create the best possible educational experiences and care so that each child can learn and develop to his or her fullest potential.
Our values are based on those of the Early Years Foundation Stage document principles that guide the work of all practitioners and is based upon 4 themes (2008 framework): There are four themes of the EYFS; a Unique Child, Positive Relationships, Enabling Environments and Learning and Development. These are reflected in our six values.
- Each Child’s Uniqueness. Each child will be kept safe, healthy, and be treated fairly regardless of gender, race, religion or ability. By knowing each child, we aim to provide the education and care that he or she needs to develop resilience, confidence and treasure each child's unique qualities.
- Each Child’s Well-Being and Involvement - Children who are safe, happy, confident and at ease in their surroundings learn more easily. Staff support learning through sensitive interactions, observations, monitoring, assessment, reflection, and scaffolding experiences. Our setting needs to be a place where children can be happy and emotionally secure. We value the provision of a range of experiences, including those that are predictable, comforting and challenging. Smooth transitions between settings are important, from previous settings to the Nursery and from previous settings to Reception.
- Positive, Respectful Relationships with the children, parents and carers, colleagues and the wider community. Children are supported through positive relationships in becoming strong and independent.
- The Parent or Carer’s Role as equal partners in the children’s education.
- Play and First Hand Experience during which children are happy and secure enables children to learn at their highest level. The differing needs of individual learners and the pace at which they learn are taken into account when planning experiences. The main focus areas in Nursery are Personal, Social and Emotional Development, Communication & Language and Physical Development. In Reception the additional areas of Literacy, Mathematics, Understanding the World and Expressive Arts and Design are also taken into account when planning experiences.
- Our Colleagues’ Teaching Expertise. We, the staff, try to continually learn and develop so that we can provide the most effective teaching for the children. We, the staff, are continuously striving to reflect on and improve our practice, as learners ourselves.
The 2008 EYFS Framework states
‘Play underpins all development and learning for young children. Most children play spontaneously, although some may need adult support, and it is through play that they develop intellectually, creatively, physically, socially and emotionally’.