1. Early Years Foundation Stage
St Mary’s Catholic Primary School

2. We believe the Foundation Stage is the most amazing period in children's lives, being away from loved ones, learning to read and write, finding out about the world and their place in it.
As teachers we are lucky as we get to share in the magic moments in a fun and purposeful way.
We aim to make these years the best for our children so they are fully prepared for their future school lives.

3. Formal Judgements
In March 2014 the school had an Ofsted inspection and received a ‘good’ overall grade. Early Years was identified as an area of strength in the school.
‘Children in the Early Years Foundation Stage make good progress because teachers make regular and accurate checks on how well they are doing.’ Ofsted March 2014
In Jason Harding’s recent report ‘Children make very good progress from very low starting points’
RE Visitors observed lessons in the Foundation Stage and looked through books. They also visited us for our classroom worship.

4. Early Years Foundation Stage
The Early Years has undergone some changes in recent times. It has moved from a ‘points’ system to looking at the ability of the child in relation to the age ranges. From entry in the Nursery through Reception, the children are assessed as to whether they are emerging, expected or exceeding the level. They then move on to the next age band and are expected to attain the Early Learning Goals at the end of Foundation Stage.

5. Classroom Organisation
Continuous Provision Areas
Focussed Activities
Plans show the planned learning for indoors and outdoors
We have a clip showing some of this learning

6. Planning We plan a mix of adult led and child initiated activities
Staff observe children in their self initiated play and then make best fit judgements on Development by referring to the EYFS Guidance
Judgements are used to inform planning so that it is closely linked to the children's developmental needs and interests

7. Foundation Stage Our assessments are ongoing throughout the year.
Last year we devised our own Baseline in connection with the Nursery to ensure that we are assessing in similar ways.
Assertive Mentoring assessments when it is beneficial to the child.
Shared with parents and Y1 teacher
We also moderate work with Year 1 teachers.

8. Parents
We know how important parents are and we include them throughout the year.
We meet parents individually in September
We have special weeks for children and then after the week we ask parents to come in and we discuss their child’s interests and discuss ways to move forward.
We invite parents to come in March for more formal targets
Then we invite them in to look through their child’s work in June
We send photos of work and play

9. 17 Early Learning Goals which the children work towards throughout Nursery and Reception The Prime Areas
Communication and Language
Listening and attention
Understanding
Speaking
Physical Development
Moving and handling
Health and self care
Personal Social and Emotional Development
Self confidence and self awareness
Managing feelings and behaviour
Making relationships

10. Specific Areas Literacy Reading Writing Mathematics Numbers
Shape space and measures
Understanding the world
People and communities
The world
Technology
Expressive Arts
Exploring media and materials
Being Imaginative

11. Characteristics of effective learning

12. Records Learning Journeys Magic Moments School Pupil Tracker
Foundation Stage Profile

13. How well do we do? We follow a document called Development Matters
Age band
What it means
Birth-11 months
8-20 months
16-26 months
22-36 months
30-50 months emerging
expected
exceeding
40-60 months emerging
ELG 1
ELG 2
ELG 3
On entry in Reception months expected band and the leave the Foundation Stage on ELG 2 = 6 LEVELS PROGRESS IN ONE YEAR
From Nursery where they could have come in below this over the FS they have made 7 or more steps.
Nursery 3 years old = 36 months
Reception 4 years old = 48 months

14. How well we do
At the end of the year we assess against the Early Learning Goals. Within each goal we decide whether a child is a 1 (emerging) 2 (expected) or 3 (exceeding)
To achieve a Good Level of Development children need to be expected within the ELGs for all Prime Areas + Literacy and Maths
The school therefore exceeded pupils nationally for % achieving a Good Level of Development (GLD)
2016 School 75%
National 69.3%