The Early Years Foundation Stage (EYFS) applies to children from birth to five.
The EYFS is a vital first step on a child’s journey through St Ignatius’ School. During this time we will endeavour to give every child the best possible start to their school life in a warm, safe, caring environment where each child is valued and encouraged to develop physically, socially, emotionally and spiritually in the image of Our Lord.
At St Ignatius’ Primary School, our over-riding aim in the EYFS is for our pupils to develop a positive foundation for life long learning. We will achieve this by promoting and supporting the four key principles in the EYFS statutory framework.
- A Unique Child – Every child is a competent learner from birth who can be resilient, capable, confident and self-assured
- Positive Relationships – Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person
- Enabling Environments – The environment plays a key role in supporting and extending children’s development and learning
- Learning and Development – Children develop and learn in different ways and at different rates and all areas of learning and development are equally important and inter-connected
To achieve this we will:
- Ensure that all children and their families feel safe, valued, included and respected
- Promote parents as partners in their child’s learning. Help children to feel secure and develop relationships with all staff in the Foundation Stage
- Promote a safe, challenging, rich and varied indoor and outdoor learning environment
- Provide children with the opportunities to play, to engage in active learning and to think creatively and critically
- Ensure all seven areas of the EYFS are given equal coverage and that planning is based on observations of children, their interests and their next steps in learning
- In the EYFS we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning 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
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