At Percy Hedley School we recognise that the Early Years is a key period for development of the child’s whole personality. Every child develops uniquely and we aim to provide learning opportunities based on their individual interests and needs. Our whole school key drivers; Communication, Independence and Wellbeing are embedded within the ethos of the EYFS. These drivers ensure pupils are learning in a safe, secure environment and have access to a curriculum which develops key characteristics on which they can build on in later years. Parents play an essential role in the early years and we aim to work collaboratively alongside parents, drawing on their wealth of knowledge and expertise. A transdisciplinary team provides a child centred approach to learning ensuring that therapy is fully integrated within the daily routine.
We recognise that assessment is at the heart of promoting children’s learning and is therefore a continuous process to inform the next steps for each child. We work in collaboration with parents and other professionals to ensure that the child’s needs are fully met and there is a consistent approach between home and school.
Within the EYFS we aim to
- Provide a child centred approach to learning enabling all pupils to thrive and make progress.
- Provide a stimulating environment where pupils feel safe and secure and have all their needs met.
- Work collaboratively with parents to ensure a consistent approach at home and in school.
- Work in partnership with other professionals and external agencies.
- Promote British Values to teach pupils about the world they live in and their role within society.
- Adhere to the Statutory Framework of the EYFS and the four guiding principles that shape practice within Early Years settings.
- Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
- Children learn to be strong and independent through positive relationships
- Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
- Children develop and learn in different ways and at different rates