Early childhood is the foundation on which children build the rest of their lives. At Redby Academy we greatly value the importance that the EYFS plays in laying secure foundations for future learning and development. However, we also believe that early childhood is valid in itself as part of life. It is important to view the EYFS as preparation for life and not simply preparation for the next stage of education. The Early Years Foundation Stage applies to children from birth to the end of the Reception year.

At Redby Academy children are offered a part time Nursery place, space permitting, the term after their third birthday or the September after their third birthday. Redby Academy offers

flexible Nursery hours as set out below: 

15 hours options:

• • Five mornings (8.45am-11.45am)

  •  Five afternoons (12.30pm-3.30pm)

  •  Monday, Tuesday all day (8.45am-3.30pm) and Wednesday (8.45am-11.45am)

  •  Wednesday afternoon (12.30-3.30pm) and Thursday, Friday all day (8.45am-3.30pm)

30 hours option:

Parents must be eligible for the 30 hours grant.

A charge of £5 per day is made for children who stay for lunch. (11.45am-12.30pm)

• • Monday-Friday all day (8.45am-3.30pm)

All children aged 3-4 years are entitled to 15 free hours of Nursery provision during term time, the September following their third birthday. Some children will be eligible for an additional 15 hours depending on the Governments criteria being met by their parents. Parents can check their eligibility at www.childcarechoices.gov.uk.

Please contact the school office to apply for your Nursery place. Places can only be offered with proof of your child’s age being provided to the school office and 30 hour places can only be offered with proof of parental eligibility. Parents are welcome to contact the school office to make an appointment to view the early years environment and meet the staff.

Our early years setting follows the curriculum as outlined in the EYFS Statutory Framework.

The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive. 

The prime areas are:

• Communication and language

• Physical development

• Personal, social and emotional development 

The prime areas are strengthened and applied through 4 specific areas:

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design

The Early Years Foundation Stage is based on 4 themes:

• A Unique Child

• Positive Relationships

• Enabling Environments

• Learning and Development

Children have access to a variety of indoor and outdoor activities and experiences ensuring they are given the opportunity to learn in the way they are most comfortable with.

We ensure that our indoor and outdoor environments and the delivery of the curriculum incorporates the three characteristics of effective teaching and learning:

► Playing and exploring

► Active learning

► Creating and thinking critically

Children have a designated Key Person whom they carry out daily activities with. These planned activities cover basic skills and follow the children’s interests.

There is a balance of planned and unplanned activities/adult led and child initiated activities. Children in EYFS carry out daily planned activities/lessons as well as spending a great deal of time in child initiated learning - it is during this time, that our skilled staff ‘plan in the moment’ taking the lead from the children and their individual interests. All activities and experiences provided for the children enable them to develop and learn effectively. In planning and guiding children’s activities, practitioners reflect on the different ways that children learn and include these in their practice.

Practitioners working with the youngest children are expected to focus strongly on the 3 prime areas.

Staff also take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate. 

The environment is crucial if children in Early Years are to learn effectively, with children having the offer and opportunity to play and learn either inside or outdoors. Both environments provide quality learning and activities using a range of stimuli, resources and equipment to address the 7 areas of learning and development.

Each area of learning and development, implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities occurs both in and outdoors. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.

As children grow older, and as their development allows, the balance gradually shifts towards more adult-led activities to help children prepare for more formal learning, ready for Y1.

Children in Nursery carry out two adult led small group activities per session. Children in Reception carry out daily Maths and Phonics lessons as well as Topic work, as they become developmentally ready for it. The time spent during such activities/lessons increases throughout the year.

As necessary, intervention activities are carried out by the staff during child initiated learning, and in most cases our aim is to take the intervention to the child and link it to their play.

At Redby Academy, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Practitioners also take into account observations shared by parents. Practitioners use observations to plan the children’s next steps, some of which can be carried out immediately.

Staff review the children’s progress half termly and formally record the assessment termly. This ‘progress check’ highlights the areas in which a child is progressing well and the areas in which additional support is needed. Parents are informed regularly of their child’s progress through parent evenings and ‘stay and play’ sessions.

Staff use the data to plan next steps and carry out interventions for individuals as required. 

At the end of the EYFS, staff assess whether children have achieved the early learning goals, indicating whether they are:

► Meeting expected levels of development,

► Not yet reaching expected levels,

► The results of the assessment are shared with parents and/or carers at the end of the academic year, along with an informative report of their child’s achievements in early years.

We recognise that children learn and develop well, when there is a strong partnership between practitioners and parents.

Parents are kept up to date with their child’s progress and development. Regular ‘stay and play sessions’ help provide parents with a well-rounded picture of their child’s knowledge, understanding and abilities. Parents are invited into school throughout the year to play and observe their children playing/interacting with their peers in the Early Years environment, as well as given the opportunity to speak to the Early Years staff about their child.

Parents are encouraged to provide information about their child’s development at home and contribute to their child’s learning journal.

Throughout the year, parents are invited to attend two parents’ evenings to discuss their child’s care, education and progress. However, we offer an ‘open door’ policy and a member of staff is always available at the beginning and end of the day to discuss any matters of urgency. Longer appointments can be made at a convenient time to both parents and staff, as required.

Each child is assigned a Key Person who helps to ensure that their learning and care is tailored to meet their needs. The Key Person supports parents in guiding their child’s development at home. The Key Person, in partnership with the class teacher also helps families to engage with more specialist support, if appropriate.