Lady Margaret Primary School is a Rights Respecting School, the principles of equality, dignity, respect, non-discrimination and participation are at the heart of everything we do and these principles underpin our fundamental values. The policy is in line with:
Article 3
Best interests of the child – The best interests of the child must be a top priority in all decisions and actions that affect children.
Article 28
Right to education – Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this.
Article 29
Goals of education – Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.
This policy aims to ensure:
This policy is based on requirements set out in the statutory framework for the Early Years Foundation Stage (EYFS) that applies from November 2024.
We also make use of the non-statutory guidance provided in the ‘Development Matters‘ and ‘Birth to 5 Matters’ document to support and inform our EYFS provision.
Lady Margaret Primary School offers Nursery provision for up to 78 3-4 year olds. The maximum number of children that can attend a session is 39.
Children can attend nursery from the start of the term following their 3rd birthday. Admissions are managed by the school.
Children in the nursery should attend for a minimum of 15 hours each week; 3 hours each day as either a morning (8:30-11:30 am) or afternoon (12:30-3:30 pm) session. We do not offer 15 hours over less than 5 days.
Children can also attend for 30 hours each week: this can be funded through the government 30 hours scheme, or can be privately funded. We suggest that children attend for the full provision everyday, but part time 30 hour provision can be arranged if circumstances require this and there is space.
The school will consider providing a funded 30 hour place for children with social care involvement or where the family are facing significant issues.
The cost of an additional 3 hour session is: £17.00 per session. If the child is staying for lunch then the cost is £20.00 per session. This equates £100.00 per week.
If a child is accessing 30 hour provision and is staying at nursery for lunch, then there is additional fee charged to cover supervision over the lunch period.
Lunchtime supervision fee: £3.00 per day/ £15.00 per week.
30 hours provision is subject to spaces being available.
The cost of the food at lunch is NOT included in this fee.
Parents can either provide a packed lunch or can pay for a hot lunch with the school meal provider.
For full terms and conditions regarding nursery admissions and 30 hour places; please refer to Appendix 2.
There is currently no provision for nursery children in the before school club or after school club; however, this is reviewed regularly so parents should inform the school if this is something they require and it would be considered.
Parents should apply for a Reception place for their child in the autumn before they are due to start. Admissions are managed by Ealing Council.
Parents can apply to defer their child’s Reception start date and the school will support this where there is a strong reason to do so. The school may also suggest deferment to parents where they believe that the child would benefit from an additional year in nursery. If the school suggests deferment, then the child will receive a funded 30 hour place for their additional year in nursery.
Children starting Reception will attend for around 2 weeks on a shortened day to support their transition. Staggered start dates are given to new Reception starters.
Our early years setting follows the curriculum as outlined in the latest version of the EYFS statutory framework that applies from October 2024.
The EYFS framework includes 7 areas of learning and development that are equally important and inter-connected. However, 3 areas known as the prime areas are seen as particularly important for igniting curiosity and enthusiasm for learning, and for building children’s capacity to learn, form relationships and thrive.
The prime areas are:
The prime areas are strengthened and applied through 4 specific areas:
Planning
Staff plan activities and experiences for children that enable children to develop and learn effectively. In order to do this, staff working with the youngest children in our Nursery are expected to focus strongly on the 3 prime areas.
In Reception, a strong focus remains on the prime areas and in addition, the specific areas of Literacy and Numeracy.
Staff also take into account the individual needs, interests, and stage of development of each child in their care, and use this information to plan a challenging and enjoyable experience. Where a child may have a special educational need or disability, staff consider whether specialist support is required, linking with relevant services from other agencies, where appropriate.
In planning and guiding children’s activities, staff reflect on the different ways that children learn and include these in their practice.
Teaching
Each area of learning and development is implemented through planned, purposeful play, and through a mix of adult-led and child-initiated activities. Staff respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.
As children grow older, and as their development allows, the balance gradually shifts towards more and longer ‘taught’ carpet sessions to help children prepare for more formal learning, ready for year 1. Teaching of the prime areas in reception involve a whole-class taught sessions, followed by group focus task led by an adult. Some sessions in the Summer term will be taught in a classroom with desks for every child to sit at.
All children in the EYFS will have the opportunity to access learning in the outdoor area every day.
We refer to the resources available at all times, including the actions and support of staff as ‘continuous provision’. The indoor ‘table’ activities and outdoor planned activities are referred to as ‘enhanced provision’.
Carpet sessions are also referred to as ‘taught sessions’.
In Nursery, a typical week will have daily taught sessions of rhymes/songs, phonics, read aloud, and fine/ gross motor activities.
They will also have maths, circle time and PE sessions each week. They actively care for our chickens and ducks.
In Reception, children have daily phonics, maths and core text/writing and fine motor skills/ handwriting sessions. They have one session per week of circle time/PSHE. Forest school takes place once every three weeks. Musical storytelling provided by ‘Everyday Magic’ and Music are taught every two weeks.
Understanding the World which includes the areas of curriculum that will be known as RE, Science, History and Geography is taught once a week through whole-class input, followed by group focus tasks throughout the week. This is further explored through enhanced provision. Expressive Arts and Design, known as Art and DT, are taught explicitly through a whole-class taught session at the start of a half-term, with a final project created by the end of the half-term as children work in focus groups. It is further explored throughout enhanced and continuous provision.
Children access daily activities that support all areas of learning and develop the learning introduced in the taught sessions through enhanced provision and real-life contexts.
To ensure that children are prepared for the learning they will do in KS1, children are taught identified key vocabulary and concepts as part of their taught sessions and this is reinforced in both continuous and enhanced provision and through taught sessions.
The school uses the Little Wandle Phonics Scheme.
Children in Reception attend Forest School regularly. This takes place off-site, on King George’s field adjacent to Durdan’s Park School.
At Lady Margaret Primary School, ongoing assessment is an integral part of the learning and development processes. Staff observe pupils to identify their level of achievement, interests and learning styles. These observations are used to shape future planning. Staff also take into account observations shared by parents and/or carers.
In Nursery, children will be assessed using the I CAN Ages and Stages document for Speech and language development, and against the Birth to 5 Matters guidance within the first half term to establish a baseline and to inform planning and provision. This will then updated termly to track progress and identify where extra support may be needed. This is in addition to the ongoing assessment that takes place on a daily basis to inform the next steps for each child.
A class Learning Journey is maintained for Nursery and Reception in which a record of experiences and activities is kept. Whilst we recognise that this is not a statutory requirement, this Learning Journey provides a starting point for dialogue with children about their learning and a visual aid to support communication with parents.
Within the first 6 weeks of starting reception, staff will administer the Reception Baseline Assessment (RBA) to every child. Children joining at any point in the Reception year will be assessed within 6 weeks of the start date.
At the end of the EYFS, in the summer term of Reception, staff complete the EYFS profile for each child. Pupils are assessed against the 17 early learning goals, indicating whether they are:
The profile reflects ongoing staff observations and knowledge of the child, work completed by the child, and discussions with parents and/or carers. The results of the profile are shared with parents and/or carers for their child in the Summer Term report and with year 1 teachers at transition.
The profile is moderated internally (referring to the Birth to 5 matters guidance and to exemplification materials supplied by the DFE) and in partnership with other local schools, to ensure consistent assessment judgements. EYFS profile data is submitted to the local authority and shared with parents.
For an overview of assessment in the EYFS, refer to the EYFS overview of assessment document.
We recognise that children learn and develop well when there is a strong partnership between staff and parents and/or carers.
Parents and/or carers are kept up to date with their child’s progress and development. The termly parent meetings and reports and EYFS profile helps to provide parents and/or carers with a wellrounded picture of their child’s knowledge, understanding and abilities.
Each child is assigned a key person who helps to ensure that their learning and care is tailored to meet their needs. The key person supports parents and/or carers in guiding their child’s development at home. The key person also helps families to engage with more specialist support, if appropriate.
In Nursery, the key person will be either the class teacher; or one of the Nursery Nurses/HLTAs.
In Reception, the key person will be the class teacher.
Each term, parents will receive a written update on their child and also a 1:1 parent meeting with their child’s teacher. All parents will meet their child’s class teacher during the first two weeks of starting school. Other 1.1 meetings during the year will take place either during a designated parent’s evening OR alongside an ‘open’ session in school when parents are invited into the setting to observe and participate in learning activities alongside their child. When in person visits are not possible, then telephone or remote video meetings will take place.
During the summer term, the written report will be longer. For children in Reception, the outcomes from the end of year profile assessment will be shared with parents.
Parents are expected to have a working email address and to be able to access the key online platforms/programs that the school use to share online working. In addition, parents should be prepared to use Teams or Zoom for any online meetings or teaching. Upon entry to the EYFS staff will ask parents about their access to the internet and the devices they use to do this so that support can be given where necessary.
We promote good oral health, as well as good health in general, in the early years by providing activities that explore:
In addition, we will teach the RSE units of work provided by the school’s PSHE scheme, Jigsaw. Parents will be invited to view the content of these units before they are taught.
We follow statutory guidance for safety around supervised tooth brushing.
The rest of our safeguarding and welfare procedures are outlined in our safeguarding policy. See also the ‘EYFS policy for the safe use of mobile phones and cameras.’
This policy will be reviewed and approved by the Assistant Head of School (currently Miss Ali) every 1 year. Page | 7 At every review, the policy will be shared with the governing board.
Approved by the:
Full Governing Body
Published:
February 2025
Last reviewed on:
February 2025
Next review due by:
September 2026