Early Years Foundation Stage Policy

LoveSpring Nursery School - Nurturing Young Minds Through Play and Discovery

Introduction

At LoveSpring Nursery School, our Early Years Foundation Stage (EYFS) curriculum is built upon our core values of faith, love, and excellence. We are committed to providing a safe, nurturing environment where children aged 6 months to 5 years can flourish in their educational journey.

Our curriculum is designed to enable our children to:

Develop faith in themselves as unique individuals created to be knowledgeable, wise, and creative
Cultivate love for others through service and positive contributions to their community
Achieve excellence in knowledge and skills as critical thinkers and articulate communicators

We implement the EYFS Framework (2024) to guide our practitioners in creating challenging learning experiences within our vibrant, engaging environment at our Coventry location (CV1 5HA).

1. EYFS Framework Foundations

1.1 Core Principles

The EYFS is built upon four guiding principles:

Principle	Application at LoveSpring
A Unique Child	Every child is recognized as an individual learner who is constantly developing
Positive Relationships	Children learn to be strong and independent through supportive interactions
Enabling Environments	Learning spaces respond to individual needs with strong parent partnerships
Learning and Development	Children develop in different ways and at varying rates

1.2 Characteristics of Effective Learning

We foster three key characteristics that underpin how children engage with their learning:

Playing and Exploring: Children investigate, experience, and 'have a go'
Active Learning: Children concentrate, persist through challenges, and enjoy achievements
Creating and Thinking Critically: Children develop ideas, make connections, and develop strategies

2. Areas of Learning and Development

2.1 Prime Areas of Learning

Area	Focus	Our Approach
Personal, Social & Emotional Development	Self-awareness, relationships, emotional management	Encourage sharing, independence, respect for diversity, healthy choices
Physical Development	Movement, spatial awareness, fine motor skills	Indoor/outdoor activities, tool manipulation, core strength development
Communication & Language	Speaking, listening, vocabulary development	Stories, rhymes, role-play, language-rich environment, careful listening

2.2 Specific Areas of Learning

Area	Focus	Our Approach
Literacy	Reading, writing, phonics	Read Write Inc scheme, mark-making, shared reading, book respect
Mathematics	Numbers, shapes, patterns, measurement	White Rose Maths, practical activities, songs, stories, concrete objects
Understanding the World	People, communities, technology, environment	Investigation, problem-solving, diverse texts, real-world exploration
Expressive Arts & Design	Creativity, imagination, self-expression	Art, music, drama, dance, imaginative play, various mediums

3. Our Pedagogical Approach

3.1 Four-Stage Learning Process

Our Nursery and Reception projects follow a structured approach:

Stage	Purpose	Activities
Engage	Spark curiosity and creative thinking	Memorable experiences, enhanced provision, interest discovery
Develop	Build deeper understanding and mastery	Adult-led activities, themed weeks, phonics, maths, writing opportunities
Innovate	Apply learning creatively	Collaborative problem-solving, decision-making, real-life scenarios
Express	Share and celebrate achievements	Reflection, celebration, supportive sharing environment

3.2 Active Learning Through Play

We recognize that young children learn best when they are active and engaged. Our EYFS setting maintains an ethos of learning through play, understanding that play:

Is essential to the learning process, supporting all areas of development
Motivates children to be creative and develop ideas
Provides flexibility to suit individual learning styles
Offers multiple ways to learn various skills and concepts

3.3 Classroom Organization

Our learning environment includes dedicated areas for:

Storytelling and retelling with dedicated story shelves
Construction and small world play
Sand, water, and malleable materials exploration
Reading corners with diverse fiction and non-fiction books
Writing areas with varied resources
Creative spaces for painting, music, and imaginative expression
Mathematics games and equipment

4. Assessment and Record Keeping

4.1 Ongoing Assessment Methods

Method	Frequency	Purpose
Practitioner Observations	Daily	Capture significant learning moments in different contexts
Parent Contributions	Ongoing	Build comprehensive picture of child's development
Engaged Play	Daily	Assess understanding through interaction
Work Annotation	As produced	Document progress and understanding

4.2 Assessment Framework

We use observations to:

Evaluate against EYFS Development Matters statements
Identify learning priorities for each child
Plan relevant learning opportunities
Monitor progress toward Early Learning Goals
Complete the Early Years Foundation Stage Profile for Reception children

5. Behavior Management

5.1 Positive Behavior Strategies

Strategy	Implementation	Outcome
Positive Language	Consistent use of encouraging, clear communication	Builds self-esteem and understanding of expectations
Core Values Reference	Regular connection to faith, love, and excellence	Develops moral framework and community ethos
Age-Appropriate Expectations	Consider developmental stages in behavior management	Realistic, achievable behavior goals
Child Involvement	Include children in decisions affecting their daily lives	Develops autonomy and responsibility

5.2 Unacceptable Approaches

We strictly prohibit:

Physical punishment of any kind
Approaches intended to single out or humiliate children
Shouting or using raised voices in a threatening manner
Responses that fail to distinguish between behavior and the child

6. Practical Procedures

6.1 Toileting Guidelines

Age Group	Expectations	Support Provided
Nursery	90% expected to be toilet trained (excluding identified needs)	Guidance for parents, intimate care plans, provision for accidents
Reception	100% expected to be toilet trained (excluding identified needs)	Parent responsibility for intimate care, emergency contact procedures

6.2 Late Collection Procedure

To ensure child safety, we implement strict collection protocols:

Children only released to authorized persons with prior arrangement
Parents must contact school immediately if delayed
Children cared for by staff until collected
Emergency contacts called if parents unreachable
Social services/police contacted if no contact established

7. Parent Partnership

7.1 Communication Channels

Method	Frequency	Purpose
Parent Consultations	Throughout the year	Formal progress reviews and target setting
Open Door Policy	Daily	Informal discussions and immediate concerns
Termly Reports	Each term	Comprehensive progress overview
Home Learning	Weekly	Reinforcement of school learning, parent involvement

7.2 Reading Support

We encourage literacy development through:

Picture books and simple repetitive texts for early readers
Nursery story bags with props to support home engagement
Reception reading books matched to phonic knowledge
Regular book sharing opportunities in school

Contact Information

EYFS Coordinator: [Coordinator's Name]

Nursery Manager: [Manager's Name]

LoveSpring Nursery School: Coventry, CV1 5HA

Telephone: +44 (0)24 1234 5678

Email: eyfs@lovespringnursery.co.uk

Date of Policy: [Current Date]

Last Reviewed: [Current Date]

Next Review Due: [One year from current date]

Signed: _________________________

Position: Nursery Manager/Owner, LoveSpring Nursery School