A foundation stage programme is offered to pupils from ages 2 – 5 years old. The language of communication is English.
In these classes, the emphasis is on developmentally appropriate instruction. Rhythm, music, and movement are used to help these young children to learn to express themselves in a variety of ways. The teachers use co-operative teaching strategies and teach children words to use to compliment or praise the work of another child when working together. In Reception classes vocabulary is stressed, printed words are visible on the walls and everywhere in the classroom, using the appropriate script according to school policy.
Pupils at this level learn through structured interaction and developmental play. The curriculum provides stimulating activities for the development of communication as well as creative activities. The structure of learning is less formal but a great deal of emphasis is placed on pre-reading, pre-writing and pre-mathematics skills. At this level, learning through play performs a very important role in class activities.
In the final term of the year in which the child reaches age five, and no later than 30 June in that term, the EYFS Profile must be completed for each child. The profile provides parents and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents, guardians, and carers, and any other adults whom the teacher, parent, guardian or carer judges can offer a useful contribution.
Each child’s level of development must be assessed against the early learning goals (Appendix – Section 1). Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.
Year 1 teachers must be given a copy of the profile report together with a short commentary on each child’s skills and abilities. These should inform a dialogue between Reception and Year 1 teacher about each child’s stage of development and learning needs and assist with the planning of activities in Year 1.
Schools must share the results of the profile with parents and/or carers, and explain to them when and how they can discuss the Profile with the teacher who completed it. For children attending more than one setting, the profile must be completed by the school where the child spends the most time