Early Years Foundation Stage and School Progression
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning are important and inter-connected.
Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive: Communication and Language, Physical Development and Personal, Social and Emotional Development.
The other four areas are outlined below and there is greater emphasis on these areas, as the children get older: Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
All of our team will be actively involved in your child’s education but your child will also be in the care of one key person who will focus particularly on your child’s progress.
The developmental needs of your child will be recorded and assessed regularly. Individual records are kept using a secure online learning journal called Tapestry which is password protected.
We encourage parents to regularly communicate with us by talking to us and leaving comments in the reply box on Tapestry.
Progress Check at Age Two
The EYFS requires that we supply parents and carers with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: personal, social and emotional development; physical development; and communication and language; when a child is aged between 24 – 36 months. Your child’s key person is responsible for completing the check. They use information from on-going observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals.
As part of the Special Educational Needs and Disabilities code of practice 2014 we ensure that we meet the needs of each individual child, we take account of any special needs a child may have. We have supported families in multi-agency meetings and tailoring and reviewing individual health and education plans.
We have good relationships with local schools and provide transition information to them. Most local schools visit the setting to meet the children the term before they move on.