FOUNDATION PHASE POLICY
This document is a statement of the aims, principles and strategies for the successful delivery of the Foundation Phase at Gwenfo Church in Wales Primary School.
It was updated by Mrs J Leach in June 2014 through a process of consultation with the Head Teacher and teaching staff.
It will be reviewed in September 2015.
Gwenfo Church in Wales Primary School is a village school situated on the outskirts of Cardiff and Barry. It is a single form entry with seven classes. Pupils are from a mixture of social backgrounds and have mainly attended Wenvoe Playgroup and/or a local Nursery prior to entry in our Reception Class.
The Foundation Phase policy and Cornerstones topic based curriculum provide the children with opportunities to explore all aspects of the Foundation Phase curriculum.
For our school to provide a firm foundation in all aspects of the curriculum. We aim to have happy, secure, independent learners with the confidence to voice opinions and listen to others.
In Gwenfo Primary School an effective curriculum is planned to help children make good progress towards, and where appropriate beyond predicted outcomes.. Opportunities are provided in:
Personal, Social Development/Cultural Diversity and well being
For each child to become a valued member of the class and to promote self-esteem and confidence in their ability to be successful learners.
To enable them to learn how to co-operate and work both alongside and with each other and to listen to each other.
To be able to concentrate on their own play or on group tasks in order to develop persistence and attention skills.
Language, Literacy And Communication Skills
For children to communicate their needs, feelings and thoughts and to ask questions and express opinions.
to listen and to respond to others.
For children to experiment with and enjoy using words and texts in a variety of contexts and to experience a rich variety of books and literature.
For children to become confident in their reading and writing abilities
To develop pupils’ understanding of – number, measurement, money, pattern, shape, position, movement and handling data – by providing a variety of contexts in which they can explore, enjoy, learn, practise and talk about them.
Knowledge And Understanding Of The World
To provide the children with well planned, experiential learning opportunities which will equip them to solve problems, make decisions, experiment, predict, plan and ask questions about their environment, people and places that are significant to them.
For all children to develop and practise their fine and gross motor skills and to develop their understanding of how their bodies work and what they need to do to be healthy and safe.
For all children to explore and share their thoughts, ideas and feelings through a variety of art, design and technology, music, movement, dance and imaginative and role play activities.
Welsh Language Development
For children to be aware of and to respond to words and simple phrases.
Through Play Children Can:
Explore learning experiences that help them make sense of the world.
Practise and build up ideas, concepts and skills
Learn how to control impulses and understand the need for rules
Be alone, be alongside, or co-operate with others as they talk and rehearse their feelings.
Take risks and make mistakes
Think creatively and imaginatively
Communicate with others as they investigate and solve problems
Express fears or relive anxious experiences in controlled and safe situations.
A variety of teaching methods are used in the Foundation Phase, ranging from whole class, small groups, paired and individual work. The outside classroom is crucial to the learning environment. These methods are used as appropriate to match the individual needs of the child. Great emphasis is placed upon practical activities and pupils are provided with stimulating opportunities to practise, develop and refine skills through Continuous and Enhanced Provision experiences. A positive, happy atmosphere for all is our aim.
Assessment in Foundation Phase begins with Baseline Assessment and continues daily in the form of formative assessment.
Formative assessment is -ongoing through observation, listening to children as they are working, through discussion, guidance, help and encouragement. The teacher assesses progress of the children’s knowledge as they acquire new concepts. This information is recorded, along with implications for future planning.
Summative assessment in reading, comprehension (Years 1 and 2) spelling, phonics, writing and Mathematics is timetabled at various points throughout the year and informs future teaching and learning as well as providing a tracking tool.
As a school we are committed to providing opportunities across the curriculum to cater for the individual needs of the child regardless of ability. Throughout Foundation Phase, we provide activities which:
- Are appropriate to each child’s ability
- Allow for use of suitable resources eg. games, songs, books, worksheets, etc
- Encourage children to work individually, in pairs, groups and as a class.
- Provide progression and differentiation in the Scheme of Work and weekly, daily planning
- Allow for areas of difficulty by providing support for those children who may need assistance.
Each child is provided with work challenging enough to progress but is suited to their ability. Although responses and contributions may vary, children are able to communicate and present their work to their ability.
Cwriculum Cymreig is integrated into the curriculum and is ongoing.
ROLE OF THE CO-ORDINATOR
- To ensure implementation of policy and skills.
- To ensure availability of resources
- To lead inset sessions and identify
- To identify CPD opportunities in line with SIP.
HEALTH AND SAFETY
Offsite visits will be conducted in line with LEA guidelines and School Policy