The following childcare policies and procedures have been written in line with the Early Years Foundation Stage and Ofsted requirements.
My aim is to show my commitment to your child’s wellbeing, and to provide them with a happy and safe place in which to play and learn.
Please read them, and do not hesitate to ask me any questions if there is anything you need clarifying, or indeed if there is anything more you would wish me to add to them.
Please take particular note of the “Sick Child Policy”, as I am unable to look after a child who is ill.
If your child is old enough, please explain the “House Rules” to them.
I hope that we can work together, and make your child’s stay with me a happy one.
Early Years Foundation Stage Policy
“Every child deserves the best possible start in life and support to their full potential. A child’s experience in the early years has a major impact on their future life chances. A secure safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know the provision will keep their children safe and help them to thrive. The Early Years Foundation Stage is the framework that provides that assurance.” (Statutory Framework for the Early Years Foundation Stage)
The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year.
The EYFS is based upon four principles:
- A Unique Child
- Positive Relationships
- Enabling Environments
- Learning and Development
A Unique Child
I recognise that every child is a competent learner who can be resilient, capable, confident and self assured. I recognise that children develop in individual ways, at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; I use praise and encouragement, to encourage children to develop a positive attitude to learning.
Inclusion
I value the diversity of individuals within my setting and do not discriminate against children because of ‘differences’. All children are treated fairly regardless of race, religion or abilities. All children and their families are valued within my setting.
I believe that all children matter. I give the children every opportunity to achieve their best. I do this by taking account of the children’s range of life experiences when planning for their learning.
I aim set realistic and challenging expectations that meet the needs of the children. I plan to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds, wherever required.
I meet the needs of all children through:
- Planning opportunities that build upon and extend children’s knowledge, experience and interests, and develop their self-esteem and confidence;
- Using a wide range of resources based on children’s learning needs;
- Providing a wide range of opportunities to motivate and support children and to help them to learn effectively;
- Providing a safe and supportive learning environment in which the contribution of all children is valued;
- Using resources which reflect diversity and are free from discrimination and stereotyping;
- Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills;
- Monitoring children’s progress and taking action to provide support as necessary.
It is important that all children in the setting are ‘safe’. I aim to educate children on boundaries, rules and limits and to help them understand why they exist. I believe children should be allowed to take risks, but need to be taught how to recognise and avoid hazards.
I aim to protect the physical and psychological well being of all children. (See my Safeguarding Children Policy)
Welfare
“Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them.”
I understand that I am legally required to comply with certain welfare requirements as stated in the Statutory Framework for Early Years Foundation Stage 2007 and as reviewed in 2012
I understand that I am required to:
- Promote the welfare of children.
- Promote good health, preventing the spread of infection and taking appropriate action when children are ill.
- Manage behaviour effectively in a manner appropriate for the children’s stage of development and individual needs.
- Ensure that the premises, furniture and equipment is safe and suitable for purpose
- Ensure that every child receives enjoyable and challenging learning and development experiences tailored to meet their needs.
- Maintain records, policies and procedures required for safe efficient management of the setting and to meet the needs of the children.
Positive Relationships
I recognise that children learn to be strong and independent from secure relationships. I aim to develop caring, respectful, professional relationships with the children and their families.
Parents as Partners
I recognise that parents are children’s first and most enduring educators and I highly value the contribution that parents make.
I recognise the role that parents have played, and their future role, in educating the children. I do this through:
- talking to parents about their child before their child starts in my setting;
- Offering parents regular opportunities to talk about their child’s progress and allowing free access to their children’s observations and “Trackers” record books;
- Encouraging parents to talk to me about any concerns they may have;
- Being available to talk with parents each day.
I aim to develop good relationships with all children, interacting positively with them and taking time to listen to them. I am the ‘Key Person’ to all children.
Enabling Environments
I recognise that the environment plays a key role in supporting and extending the children’s development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the children’s learning.
Observation, Assessment and Planning
My planning within the EYFS is mainly Short Term (weekly planning), which is based around the individual children’s needs and interests.
I make regular assessments of children’s learning and use this information to ensure that future planning reflects identified needs.
Assessment in the EYFS takes the form of observation. These observations are recorded in children’s individual folders and “Tracker” books. The folder also contains the information provided by parents on the registration form.
The Learning Environment
The learning environment within my home is organised to allow children to explore and learn securely and safely. The children are able to find and locate equipment and resources independently if they so wish. I only have a very small outdoor area. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors, therefore walks and trips to the park are important. These offer the children the opportunity to explore, use their senses and be physically active. Activities outdoors can help the children to develop in all 6 areas of learning.
Learning and Development
I recognise that children learn and develop in different ways and at different rates. I value all areas of learning and development equally and understand that they are inter connected.
Helping the children to learn and develop
I aim to provide an environment to help all children learn and develop.
Features that relate to the EYFS are:
- the partnership between myself and parents, so that the children feel secure with me and develop a sense of well-being and achievement;
- the understanding I have of how children develop and learn, and how this affects my planning;
- by providing first-hand experiences, giving clear explanations, making appropriate interventions and extending and developing play and talk or other means of communication;
- the planned activities that help children work towards the Early Learning Goals throughout EYFS;
- the provision for children to take part in activities that build on and extend their interests and develop their intellectual, physical, social and emotional abilities;
- the encouragement for children to communicate and talk about their learning, and to develop independence and self-management;
- the support for learning with appropriate and accessible indoor and outdoor space, facilities and equipment;
- the identification of the progress and future learning needs of children through observations, which are shared with parents;
Play
“Children’s play reflects their wide ranging and varied interests and pre-occupations. In their play children learn at their highest level. Play with peers is important for children’s development.”
Through play children explore and develop learning experiences, which help them make sense of the world. They practice and build up ideas, and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears or re-live anxious experiences in controlled and safe situations.
Active Learning
“Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.”
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.
Creativity and Critical Thinking
“When children have opportunities to play with ideas in different situations and with a variety of resources, they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.”
Children should be given opportunity to be creative through all areas of learning, not just through the arts. I aim to 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 easily.
Areas of Learning
The EYFS is made up of seven areas of learning:
Three Prime areas
- Personal, Social and Emotional Development
- Communication and Language
- Physical Development
Four Specific Areas
- Literacy
- Mathematics
- Understanding the World
- Expressive Arts and Design
None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child initiated activities. In each area there are Early Learning Goals (ELG’s) that define the expectations for most children to reach by the end of the EYFS.