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SP@CE Early Years Foundation Stage Policy
 

SP@CE after school clubs is committed to meeting the statutory Framework for the Early Years Foundation Stage (EYFS). EYFS applies to all children from birth through to the end of their reception year. More information about EYFS is available from the Department for Education’s website.

 

The designated EYFS coordinator at the Club is responsible for:

  • Identifying EYFS children when they join the Club, and informing the other colleagues

  • Determining the primary EYFS provider (typically, the school) for each child

  • Assigning a key person for each EYFS child

  • Ensuring that colleagues receive relevant EYFS training

  • Implementing a system, so that the parents, Club and the primary EYFS provider can easily exchange information. This is typically by conversations and meetings.

  • Agreeing information sharing policies with the primary EYFS provider and gaining parental consent for this where necessary

 

The Club provides a mix of adult-led and child-initiated activities. The Club always follows play principles, allowing children to choose how they occupy their time, and never forces them to participate in a given activity.

 

We recognise the four overarching principles of EYFS:

  • that every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured

  • that children learn to be strong and independent through positive relationships

  • that children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.

  • that children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

 

Examples of ways in which we support the Areas of learning are as follows:

Communication and Language

  • Conversations between children and adults

  • Non-verbal communication i.e. facial expressions, hand gestures, eye contact

  • Children and adults listen to each other and share information

  • Adults clarify and ask appropriate questions encouraging children to develop their own ideas

 

Physical Development

  • Outdoor games and climbing equipment

  • Crafts, construction equipment

  • Providing healthy food and water and helping children understand the importance of being healthy

 

Personal, social and Emotional Development

  • Encouraging children to build positive relationships and have respect for their peers and adults

  • Supporting children to recognise and manage their own feelings and those of others

  • Consulting with children so they develop a sense of belonging

  • Having clear boundaries to encourage appropriate behaviour

  • Build resilience by giving children opportunities to persevere

 

Literacy

  • Singing songs and rhymes

  • Providing books, magazines, word puzzles reflecting a wide range of interests

  • Providing mark making materials, paper, pens, paint, messy play

 

Mathematics

  • Using mathematical language when appropriate

  • Giving opportunities for counting, sorting, shape recognition

  • Providing maths puzzles, dot to dots, colour by number

 

Understanding the World

  • Working with the local community

  • Using technology

  • Encouraging parents and families to share their cultural traditions

  • Discussing relevant events i.e. the weather, sports occasions, celebrations

 

Expressive Arts and Design

  • Giving children access to a wide range of arts and crafts media

  • Music and dance

  • Role play

  • Technology

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