Early Years Foundation Stage 2015

Our nursery and pre-school follow the government based framework for early learning called the Early Years Foundation Stage (EYFS).

Through the EYFS we seek to provide:

  • Quality and Consistency in our nursery, so that every child makes good progress and no child gets left behind;
  • A Secure Foundation through Learning and Development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly.
  • Partnership Working between staff and with parents and/or parents;
  • Equality of Opportunity and anti-discriminatory practice, ensuring every child is included and supported.


The EYFS learning and development requirements comprise of:

The 7 Areas of Learning and Development – (described below);

  • The Early Learning Goals – which summarise the knowledge, skills and understanding that all young children should have gained by the end of the Reception year; and
  • The Assessment Requirements – the arrangements for assessing young children's progress through the EYFS.
  • Children will learn new skills, acquiring knowledge and demonstrating their understanding through the 7 Areas of Learning and Development.
  • Children should develop the 3 Prime Areas first. These are:
    • Communication and Language;
    • Physical Development; and
    • Personal, Social and Emotional Development.

    These Prime Areas are those most essential for a child's healthy development and future learning.

    As the children grow, the prime areas will help them to develop skills in 4 Specific Areas. These are:

    • Literacy;
    • Mathematics;
    • Understanding the World; and
    • Expressive arts and Design.

    These 7 Areas are used to plan the children's learning and activities. The staff at Rainbow Corner Nursery teaching and supporting the children will make sure that the activities are suited to each child's unique needs.



    Characteristics of Effective Learning

    There are 3 characteristics of effective learning which help us plan for a child's individual learning and developmental experience-
    Playing & Exploring – is about a child's engagement in their learning & development…

    • Finding out & exploring
    • Playing with what they know
    • Being willing to 'have a go'

    Active Learning – is about a child's motivation (wanting) to learn…

    • Being involved & concentrating
    • Keeping trying
    • Enjoying achieving what they set out to do

    Creative & thinking critically – is how a child thinks…

    • Having their own ideas
    • Making links
    • Choosing ways to do things




    Overarching Principles

    Four guiding principles shape our practice at Rainbow Corner Nursery. These are:

    • every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured;
    • children learn to be strong and independent through positive relationships;
    • children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between staff and parents and/or carers; and
    • children develop and learn in different ways and at different rates.


    The framework covers education and care of all children in early years provision, including children with special educational needs and disabilities.

    None of the areas of learning are delivered in isolation from the others. They are all equally important and depend on each other to support a rounded approach to child development. All areas are delivered through planned, purposeful play, with a balance of adult-led and child initiated activities.

    More information can also be found using www.foundationyears.org.uk. This website caters from pregnancy to children aged 5 and has many useful contacts for parents.



    Special Educational Needs and/or Disabilities (SEND) Reforms 2015


    Our Local Offer

    At Rainbow Corner Nursery School, we have a Special Educational Needs Co-ordinator (SENco) who works with all members of staff across the setting to identify and support children with additional educational needs or disabilities. The role of the SENco involves:


    • Ensuring all practitioners in the setting understand their responsibilities to children with SEN and the setting’s approach to identifying and meeting SEN

    • Advising and supporting colleagues

    • Ensuring parents are closely involved throughout and that their insights inform action taken by the setting, and

    • Liaising with professionals or agencies beyond the setting; for example Portage, Health Visitors, Speech and Language Therapists and Early Support.

    There is also a local authority Area SENco who is available to support the setting SENco.



    What are special educational needs and disabilities?

    Children’s SEN are generally thought of in the following four broad areas of need and support:

    • Communication and Interaction

    • Cognition and Learning

    • Social, mental and emotional health

    • Sensory and/or physical





    Identification and Early Intervention


    How do we know if your child needs extra help?

    At Rainbow Corner Nursery School we have an open door policy and a strong partnership with our parents. All children are assigned a Key Worker who will have overall responsibility for that child’s development. All children’s progress is carefully monitored through ongoing observational assessments which are recorded in an individual Learning Journey. The staff conduct a summative assessment each term and the parents are invited to a meeting once a term to discuss their child’s progress against the Early Years Foundation Stage curriculum, although we encourage open dialogue throughout the year should a parent have any concerns they wish to discuss.

    How will we support you and your child?

    On induction to the setting, we request that the parent completes a comprehensive ‘All About Me’ form, so that key information about the strengths and needs of the child can be shared, for example, their likes, dislikes, culture and background etc.

    Through observing the children, the Key Worker will identify individual needs and plan next steps. Support will be provided by the Room Leader, Setting Manager and the Setting’s SENco, and in conjunction with the parents, additional support will be sought from outside agencies, such as Speech and Language Therapists, where necessary.

    We work in close partnership with the local Sure Start Children’s Centres to provide a range of parent ‘stay and play’ workshops and family events all year round and staff signpost parents to the available support.





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