Teaching and Learning Policy - EYFS

1/01

EYFS TEACHING AND LEARNING POLICY

SCHOOL AIMS:

• To promote a culture of excellence in teaching and learning.
• To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
• To encourage internationalism and develop intercultural understanding, providing students with the skills, dispositions, and knowledge to participate in an increasingly inter-connected world.
• To ensure a supportive, happy and secure environment for learning.
• To develop leadership skills and a sense of service to others through a range of extra-curricular opportunities locally and internationally.
• To encourage the physical and emotional wellbeing of each individual.
• To use innovative pedagogy and technology to enrich learning.
• To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
• To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

RATIONALE:

Our Early Years Foundation Stage (EYFS) Policy outlines the philosophy, pedagogy and core aims of learning and teaching in the EYFS (FS-1 and FS-2) at Discovery Bay International School.

Our policy reflects and values our whole school core values, mission and aims as well as the overarching principles of the Early Years Foundation Stage Curriculum 2021 (EYFS) in its commitment to ensuring every child has the right to grow in a safe, nurturing environment in which they are healthy, happy and each unique child is celebrated and valued.

The EYFS at DBIS provides for children from three to five years old. Children attend FS-1 from age 3, and FS-2 from age 4.

At DBIS we believe that it is in the EYFS that the foundations for growth and lifelong learning will be built. We are fully committed to the intentions and practice set out in the Statutory Framework for Early Years Foundation Stage (2021):

“Every child deserves the best possible start in life and the support that enables

them to fulfil their potential. Children develop quickly in the early years and a child’s

experiences between birth and age five have a major impact on their future life

chances. A secure, safe and happy childhood is important in its own right. Good

parenting and high quality early learning together provide the foundation children

need to make the most of their abilities and talents as they grow up.”

The Early Learning Goals (ELGs) set out what is expected of most children by the end of the EYFS. Furthermore, the Early Years at DBIS recognises the importance of supporting the children to develop and demonstrate the Characteristics of Effective Learning and attributes of the DBIS Learner Profile in order to grow and develop as lifelong learners. As an inclusive school, we recognise that growth and development are individual to each child and therefore whilst we aspire for children to achieve certain milestones, we recognise that it may take some children longer to achieve the ELGs at the end of FS-2. As such, the curriculum and learning experience is adapted to ensure all children’s strengths are celebrated and next steps in their personal learning journey are identified to ensure all children are able to achieve their full potential.

We celebrate and value the experiences children joining our school have already had at home or in previous educational settings. We are dedicated to building on these and the Early Years education we offer our children is based on the following principles:

• To build on children’s existing strengths and achievements
• All children are uniquely capable and have great potential
• To ensure inclusive provision and practice so no child is excluded or disadvantaged.
• To provide a language rich, enabling environment. The environment (indoor, outdoor and emotional) are valued as the third teacher and as such, planning and provision reflect this belief.
• Learning is facilitated through purposeful play, with a combination of adult-led and child initiated opportunities. The balance between child-initiated and adult-led opportunities depends on the developmental stage of the children and requirements of the curriculum.
• To offer a structure for learning that recognises the starting points of each unique child and meets the needs of their stage of development.
• To enable children to make an effective transition from home and possibly other settings to school.
• To facilitate a smooth transition to Key Stage 1.

OUR CORE AIMS:

• To ensure children have the opportunity to develop and demonstrate the Characteristics of Effective Learning and attributes of the DBIS Learner Profile in order to support their development as lifelong learners.
• To engage, excite and develop children’s curiosity and love of learning.
• To ensure children are safe, happy and can grow and develop in a nurturing, enabling environment.
• To work collaboratively with parents and carers and value the contributions parents make which inform the holistic development of all children.
• To ensure individual strengths are recognised in order to plan learning experiences that meet the developmental needs of all learners.

EARLY YEARS FOUNDATION STAGE PRINCIPLES

Effective practice in our EYFS is dedicated and built on four themes:

1. A Unique Child

2. Positive Relationships

3. Enabling Environments and supportive adults

4. Learning and Development

A Unique Child

All children and their families are valued within our school and we believe that children should be treated as individuals having equal access to the curriculum. We endeavour to provide our children with the opportunity to achieve their full potential and assist children in this through planning that considers:

• Gender;
• Children with special educational needs;
• Children who demonstrate gifts and talents beyond what is expected of their chronological age;
• Children with disabilities and barriers to their learning and / or development;
• Children from all social and cultural backgrounds;
• Children from different ethnic groups;
• Children from diverse linguistic backgrounds

At DBIS we believe in the unique nature of each child. We give our children every opportunity to achieve their full potential. We do this by taking account of our children’s life experiences and individual backgrounds and histories when planning for their learning.

We set realistic and challenging expectations that are suited to the developmental needs of our children and aspire for all children to achieve the Early Learning Goals by the end of FS-2. We recognise that some children will progress beyond this point and some will not meet the outcomes expected for their chronological age, as such, planning is put in place to support children as part of the transition process.

Positive Relationships

“Children learn to be strong and independent through positive relationships” (EYFS 2021)

At DBIS Early Years we recognise the important role positive relationships have to play in supporting their development. We nurture positive environments where all our children feel a sense of safety, belonging and happiness. We know that children’s wellbeing is directly linked to progress and achievement therefore ensure that time is invested in building positive relationships between adults and children and children with each other in order for them to thrive. Adults are sensitive and responsive to children’s individual needs, feelings and interests. We set clear and consistent boundaries for the children and have a positive approach to behaviour management, empowering children through choices and positive language.

Parents as Partners:

“The benefits [to children] are greatest when practitioners and families work in respectful

partnership to develop ways to support children both at home and in the setting. Working together ensures a good understanding of a child’s needs, leading to appropriate provision within the setting and the possibility of supporting learning in the home.” (Birth to Five Matters, 2021)

We believe our parents are the children’s first teacher and value the observations parents make to best support their children. Parents and carers have a rich knowledge of their children’s personalities, preferences, interests and skills which play an important part in informing the planning for the children’s progress and development.

We actively involve parents by ensuring they are included, listened to and trusted within their own role of supporting their children’s wellbeing, development and learning. EYFS practitioners have a responsibility to work in partnership with all families as part of their professional responsibilities as a member of staff in our setting.

(Refer Appendix 1)

Class Teachers And Educational Assistants in The Early Years:

“Babies and children become attached to significant adults within reliable, respectful, warm and loving relationships which are essential in order to thrive. Babies and children experience wellbeing and contentment when their physical and emotional needs are met and their feelings are accepted.” (Birth to Five Matters, 2021)

Young children need to develop relationships to support their emotional well being and learning. In the EYFS we ensure small classes with one teacher and one education assistant for each class who are the key people to the children and families in that class. These adults have a special, nurturing relationship with the child and their family. The presence of these key people helps children to feel emotionally secure when away from home and provides a reassuring point of contact for parents.

Enabling Environments and Supportive Adults

“Children are unique and holistic learners, thriving within environments that support their individual and diverse motivations, interests and needs. They require a wealth of possibilities within varied contexts, and this is best supported within stimulating and challenging environments that value exploration and play.” (Birth to Five Matters, 2021).

The environment plays a key role in supporting and extending the children’s development. We aim to create an attractive, welcoming and stimulating learning environment which will encourage children to explore, investigate and learn through first hand experience. We also aim to make it a place where children feel secure and confident and foster a sense of autonomy. The indoor and outdoor environment are equally crucial to children’s development.

Learning and Development

“Children’s development and learning is best supported by starting from the child, and then matching interactions and experiences to meet the child’s needs.” (Birth to Five Matters, 2021).

Learning and development are unique to each child. We value all areas of learning and development equally and understand that they are interconnected. The combination of three of the themes (a unique child, positive relationships and enabling environments) leads to learning and development.

THE CHARACTERISTICS OF EFFECTIVE LEARNING AND DBIS LEARNER PROFILE

“Education for children’s futures requires supporting children’s ability to learn and think for themselves. We cannot predict what challenges children will face in their unknown futures in a complex and rapidly changing world. The best preparation we can give them in their early years is to promote positive dispositions by providing living experiences of making choices, innovating, taking responsibility, facing challenge, thinking flexibly and critically, and learning how to learn so that they will be able to respond to their unfolding futures.”

(Birth to Five Matters, 2021).

In the EYFS we recognise that when there is support for children’s sense of agency - knowing they have control of their own decisions, goals and actions, children are likely to be effective in their learning. As such, we support children to develop and demonstrate the Characteristics of Effective Learning and attributes of the DBIS Learner Profile as a statutory part of the planning, teaching and learning process.

The Characteristics of Effective Learning are:

Playing and exploring

This includes:

• Finding out and exploring;
• Playing with what they know;
• Being willing to have a go;
• Respecting children’s ideas, autonomy and interests;
• Children follow their own curiosity and follow their own challenges;
• Being free to take risks in their learning.

Active Learning

This includes:

• Being involved and concentrating
• Keep trying
• Enjoying achieving what they set out to do
• Providing time, space and resources for children to manage, fostering children’s growing powers to concentrate with deep involvement.
• Supporting resilience

Creative and Critical Thinking

This includes:

• Children having their own ideas;
• Making links;
• Working with ideas;
• Children building their own theories to make sense of their experiences,

generate predictions and test them to refine their understanding;

• Talking with others to share and develop ideas.

The Attributes of the DBIS Learner Profile are:

Mindful Leaders

This includes:

• Respectfully communicating with others
• Demonstrating flexibility

Committed Learners

This includes:

• Being resilient
• Enjoying being involved with others
• Showing focus when working on a task

Balanced Individuals

This includes:

• Being thoughtful
• Considering how actions will affect self and others

Effective Collaborators

This includes:

• Cooperating with others to achieve a common goal

Problem Solvers

This includes:

• Enjoying finding out new things
• Being willing to take risks in learning
• Learning through trial and error

Responsible Citizens

This includes:

• Demonstrating a drive to learn about others and their world

Creative Thinkers

This includes:

• Having my own ideas
• Making links in my learning

Confident Communicators

This includes:

• Organising and sharing my ideas clearly
• Listening carefully to others

We meet the needs of all our children through:

• Valuing the importance of positive relationships, providing an environment in which they feel cared for, valued and safe to explore and take risks;
• Providing developmentally appropriate continuous provision so children can exercise autonomy and make independent choices about their learning;
• Recognising the specific indicators that may suggest a child has a barrier to their learning and engaging parents at an early stage to ensure effective intervention and support;
• Planning opportunities that build upon and extend children’s knowledge, skills, understanding, experience and interests;
• Support the children in developing a positive sense of self;
• Incorporating a wide range of teaching strategies based on children’s learning needs;
• Providing a safe, nurturing and enabling learning environment in which all children are valued;
• Providing resources which reflect diversity and are free from discrimination and stereotyping;
• Planning challenging learning opportunities for children whose ability and understanding are in advance of their chronological age;
• Engaging effectively with the Observation, Assessment and Planning cycle to ensure children’s strengths, interests and next steps are successfully identified.

EYFS CURRICULUM

At DBIS we follow the EYFS (2021) which is tailored to meet the needs of our unique international community.

The FS-1 and 2 learning experience is based on the EYFS 2021 and supported with the non-statutory guidance of Birth to Five Matters. It includes:

• The seven areas of learning and development
• High quality, age appropriate observation and assessment opportunities that inform future planning.
• Specialist teaching and learning in Learning Technologies, Music, Physical Education and Mandarin.
• A strong focus on language development through quality interactions and a language rich environment.
• A strong focus on self regulation and executive function to build strong foundations for learning and development as they move into Key Stage 1.
• 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.

There are seven areas of learning that shape our educational program in FS-1 and FS-2. All areas of learning and development are important and inter-connected.

Prime Areas:

• Personal, Social & Emotional Development
• Communication & Language
• Physical Development

Specific Areas:

• Literacy
• Mathematics
• Understanding of the World
• Expressive Arts & Design

The three Prime Areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. We also support children in four Specific Areas, which are strengthened and influenced by the Prime Areas.

Mandarin

The children also learn Mandarin which is a mixture of immersive teaching within the environment and specialist lessons.

Discovery Units

Our EYFS curriculum is enhanced by our Discovery Units. Through these units our children learn the knowledge, skills and understanding they need to become aware of the world around them. Our units focus on ways of thinking, communicating, conceiving and realising ideas and information. Teachers act as facilitators and co-constructors of learning to assist children to develop the capacity to design and evaluate processes leading to creativity and innovation. Different concepts underpin the planning and the concepts represent the big, abstract ideas. Our Discovery Units also enable children to develop the personal skills they need in order to take an active part in their world throughout their lives. They help our children develop an international mindset alongside their awareness of their own self, encouraging the children to become lifelong learners.

Discovery Units form part of the Medium Term Planning process and teachers must ensure that plans adapt according to the children’s interests and personal enquiries as the unit unfolds.

Experiential Learning Opportunities

Experiential learning opportunities are integral to the learning process at DBIS. All children in the EYFS will participate in weekly Forest and Woodwork (Carpenters’ Cabin) experiences. In FS-2 the children will be introduced to Beach School.

PLANNING

There are three stages of planning the curriculum:

1. Long Term Planning

DBIS follows the EYFS (2021) and uses the non-statutory guidance Birth to Five Matters (2021) to support the delivery of the curriculum in Nursery and Reception. We follow the Key Stage 1 curriculum of England (2021) in EY1 and EY2.

Early Years Foundation Stage Framework (2021)

Birth to 5 Matters (2021)

Development Matters (2023)

Our Curriculum Intent, Implementation and Impact documents guide teachers to ensure effective curriculum coverage, acknowledging the need for flexibility so that they can respond to the emerging strengths and next steps for the children.

FS-1 Curriculum Intent, Implementation and Impact Document

FS-2 Curriculum Intent, Implementation and Impact Document

2. Medium Term Planning

Medium term planning takes into consideration themes based on children’s general interests. Each year group plans Discovery Units which are linked to concepts and support learning in the Prime and Specific areas.

In addition, each class completes a continuous provision plan which details the resources the children will have continuous and consistent access to everyday to ensure they are able to exercise autonomy in their learning and select resources independently. Continuous provision is carefully planned according to the children’s stage of development, their interests and the curriculum.

Continuous Provision plans are reviewed every half term within year groups and adapted according to the needs and interests of each class.

EYFS Continuous Provision Template

FS-1 Discovery Unit Overview Document

FS-2 Discovery Unit Overview Document

3. Short Term Planning

Short term planning always starts with the children and considers how their interests and needs link to the curriculum so that learning is always placed in a meaningful context. Teaching teams meet on a weekly basis for planning meetings and each class has a weekly plan that reflects their unique children. (See Appendix 2 for the suggested structure of an EYFS planning meeting).

Weekly planning is informed through ongoing observations and assessments of the children, identifying interests and ways to best support and extend children according to the curriculum, Characteristics of Effective Learning and DBIS Learner Profile. Weekly planning reflects both provision for indoors and outdoors.

Teachers are mindful of emerging interests and how these may impact or change the weekly planning. As such, weekly plans are accompanied by a daily Rhythm of the Day document and Environment Plan which is completed on a daily basis in response to observations, the changing needs and interests of the children and necessary adaptions to the environment. The template for the daily planning documents are available online but are not expected to be stored online as anecdotal notes, updates and observations are more efficient when completed in the moment and therefore handwritten. Each week, the Rhythm of the Day and Environment Planning documents are filed in hard copy and are referred to as part of the summative assessment points to inform judgements about the children’s progress and development. Files should be kept in the classroom and clearly labelled for ease of access.

Short term planning reflects the role of all the adults (teachers and education assistants) in supporting learning and differentiation for the individual needs of the children. It is an expectation that weekly and daily planning is shared with education assistants so they have a clear understanding of their role in supporting the children’s learning throughout the week. They should have a clear understanding of the children and objectives they need to focus on, their role within adult-led opportunities and when co-playing in the provision.

Planning will be reviewed weekly by Heads of Year and periodically by members of the Senior Leadership Team.

FS-1 Weekly Planning Template

FS-2 Weekly Planning Template

Planning Displays

Each class has a planning display which shows the Medium Term Plans, Weekly Planning, Environment Plan and Rhythm of the Day. This is to ensure easy access for anecdotal notes and observations, clarity for all adults who are supporting in the environment and demonstrates that we hold planning in the highest regard because of the significant impact it has on children’s learning and development.

APPROACH TO TEACHING AND LEARNING

Practitioners should be ambitious for all children. To do this they must consider the individual needs, interests, and development of each child in their care. They must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong foundation for children’s development in the three prime areas. The specific areas of learning provide children with a broad curriculum and with opportunities to strengthen and apply the prime areas of learning. This is particularly important in developing language and extending vocabulary.

Our beliefs and ideals surrounding teaching and learning are built upon and define the features of effective teaching and learning at Discovery Bay International School. Our approach to teaching and learning is inspired by the principles of Reggio Emilia where all children are valued as extremely capable and full of potential. In addition, respect, responsibility and community lie at the heart of our practice. Our approach is underpinned by the principles and values set out in the Statutory Framework for the Early Years Foundation Stage (2021) and the non-statutory guidance of Birth to Five Matters (2021) and Development Matters (2023). We strongly believe that play is a powerful vehicle for children’s learning as it is in play that children will behave beyond their average age and behaviour (Vygotsky 1978). Having responded to recommendations from CIS and in partnership with experts in best practice for children aged 3 - 7, we have established a purposefully planned, progressive play-based approach to teaching and learning that encompasses the EYFS and considers an effective transition to Key Stage 1.

Effective teaching and learning at DBIS Early Years is supported through:

• The partnership between staff and parents helps our children to feel secure at school and to develop a sense of wellbeing and achievement;
• Secure understanding of child development between the ages of 0 - 7.
• An approach to teaching and learning that starts with identifying children’s strengths in order to plan for a developmentally appropriate, stimulating environment where all children can make progress on their personal learning journey.
• Developmentally appropriate strategies for observation and assessment to ensure all children have the opportunity to demonstrate their full potential in contexts that are familiar and suited to them.
• A carefully planned curriculum that strives to support children to achieve the Early Learning Goals by the end of FS-2.
• The provision for children to take part in opportunities that build upon and extend their interests, and develop their intellectual, physical, social and emotional capabilities;
• The encouragement for children to communicate and talk about their learning and to develop independence and self-management;
• The support for learning, with appropriate and accessible space, facilities and open-ended, natural resources both indoors and outdoors, including the effective use of Learning Technologies.

The Importance of Play

Play is a powerful vehicle to enable children to learn. Children learn most effectively when they feel safe, are engaged and having fun. Children’s learning becomes really meaningful when they are free to inquire and learn at their own pace and in their own way. It is for this reason that learning is facilitated through the children’s play as it is through quality play-based experiences, inspired by the children’s interests that children will be truly challenged.

INCLUSIVE PRACTICE

Throughout the early years, if a teacher is worried about a child’s progress in any prime area, they must discuss this with the child’s parents and/or carers and agree how to support the child. Teachers must consider whether a child needs any additional support, including whether they may have a special educational need or disability which requires specialist support.

Our aim is for all students to participate fully in our mainstream setting. Some students will require further support, guidance or intervention in order for this to be possible. In the EYFS, support is tailored to support students first and foremost in developing the communication and language skills required to build secure foundations for future learning, help them to access the curriculum and achieve developmental milestones.

The Learning Enhancement link teacher and education assistant work collaboratively with class teachers and the Assistant Head of EYFS & Primary based at the EYFS campus, to ensure support and intervention is relevant to the child’s stage of development and pursues children’s engagement with the mainstream curriculum.

Where required, some students may have an Individual Education Plan (IEP) or Student Support Plan (SSP) with specific targets for development in consultation with the Team Around the Child (TAC). Teachers should ensure planning and learning opportunities consider the targets in these plans and work collaboratively with the EYFS Link Teacher to ensure the children are able to access the curriculum.

SHARING BEST PRACTICE

We are extremely proud of the excellent practice that exists in our school; the best professional learning opportunities are often when we observe and spend time with our colleagues.

In the EYFS, teachers are encouraged to share best practice and arrange times to visit their colleagues to support their own professional development. A regular cycle of release is provided by the Deputy Head of EYFS & Primary to support this.

Learning Walks

Learning Walks are used as a vehicle to support professional learning and share best practice. These take place throughout the year and will always have a predetermined focus. Learning Walks will be completed by teaching teams, groups of colleagues and SLT to ensure the highest of standards across our phase.

Professional Learning Opportunities

Teachers can apply for professional learning opportunities throughout the year. CPD opportunities are linked to the Performance Development Cycle and are discussed with line managers prior to applications.

SCHOOL CLOSURE

In the event that the school should remain closed for an extended period of time (including but not limited to government directed closure due to public health concerns), the EYFS Campus will ensure continuity of learning through the use of Seesaw and Google Meet. Children will have access to a range of live and asynchronous learning opportunities; the timetable for how the learning is delivered is designed according to the age of the children.

CONCLUSION:

We strive to provide the highest quality of teaching and learning for our students at Discovery Bay International School. We expect all staff members to fulfil their professional responsibilities and enact our teaching and learning policy to achieve the best outcomes for all children.

Created: 01.01.16

Last Reviewed: 22.01.24

APPENDIX 1: THE ROLE OF PARENTS

DBIS strongly believes that developing a positive partnership with parents/carers has a significant impact on children’s development and learning. We value parents/carers by:

• Showing respect and understanding for the role of parents/carers as children’s first and most enduring educator;
• Encouraging parents/carers to share accounts of their child’s development and any concerns they may have and take action to support where appropriate;
• Providing a welcoming environment by being approachable and friendly;
• Establishing an atmosphere of trust and confidence;
• Sharing information about the curriculum through meetings and workshops;
• Inviting parents/carers into the learning environments to share expertise/interests;
• Meeting regularly with parents / carers to share the children’s achievements and together discuss the next steps in their learning journey (Parent Teacher Conferences);
• Invitations to community events;
• Inviting parents / carers to become involved in focus groups, DBIS PTSA or act as the class parent;
• By being available at the beginning and end of the day to talk to parents/carers on an informal basis.

APPENDIX 2: DBIS EYFS YEAR GROUP PLANNING MEETINGS

The planning process is a fundamental part of our practice and is informed by the Observation, Assessment & Planning cycle, the children’s interests and curriculum foci.

Heads of Year lead a weekly planning meeting with class teachers. Group planning happens initially followed by sufficient time for class teachers to complete their short term planning. It is an expectation that class teachers discuss observations that have been made by the other adults that work with the children (e.g. education assistants) to inform their planning.

The weekly planning meeting format can be found below:

• Reflections on the children’s strengths and collective interests this week and how this might impact the resourcing and enhancing of the shared areas such as the outdoors and the ateliers;
• Reflections on broad next steps for the children and any individuals who are of particular interest;
• Discussion related to the curriculum objectives that will be of focus next week;
• Share ideas for resourcing and enhancing areas according to the strengths and interests of the children;
• Share ideas for any focus children that teachers might want to discuss further;
• Share ideas for adult-led activities and teaching inputs, remembering that these do not always have to be with the whole class;
• Teachers are given time to complete their personalised class plans.