Page 3 - EYFS Curriculum Policy 2021 2.57 p.m.. 19th January 2021

All foundation stage practitioners and families work together to develop awareness of equality of
opportunity and ensure that, where appropriate we celebrate individuality. It is the class teacher’s role
to ensure that all new entrants are made aware of important issues such as fire drills, first aid and safety
rules. Extra assistance may be needed for some children, but all practitioners will seek to promote and
to develop the children’s independence. Many issues will be approached through the topic activities
during the foundation stage.

Positive Relationships

At RBIS we model and foster respect, empathy and caring relationships. We encourage understanding

of self and a responsibility to others. Early Years Foundation Stage practitioners will compose a class
code with children. For example; so that we can play and learn safely and happily at RBIS we will follow
the Golden Rules:
• Kind Hands
• Kind Feet
• Kind Words

We recognise the huge contribution parents make to their child’s learning and we work hard to develop
and sustain links with parents. We actively encourage families to be fully involved in the life of the school
community, offering regular opportunities to visit their child’s class and support the learning taking
place. This may include helping children with reading, playing alongside them or sharing a particular
interest/expertise and contributing to their learning and assessments. We operate an open door policy
and encourage parents to speak to their child’s teacher to share any celebrations, concerns or worries.

Enabling Environments

We will use information from parents and pre-school settings to inform our knowledge and
understanding of every child. In school we will observe children and will frequently note down what we
observe. We will analyse and review what we see or know about each child’s development and learning,
and then we will make informed decisions about the child’s progress. This enables us to plan appropriate
next steps in their learning.
We maintain files which document the child’s learning journey. These include observations, photos and
examples of their work. We encourage parents to make contributions to this learning journey alongside
their child’s contribution. We share these learning journeys with parents during parent consultations. In
EYFS we use our evidence collected to assess the stage of development the children are working within
and in our reception year we use our knowledge of the children, and evidence collected in the children’s
file to inform our judgements and to support completion of the EYFS profile. A baseline assessment is
carried out when the children first enter each class and then further assessments are carried out three
times formally throughout the academic year.

We aim to provide a rich and varied learning environment as we know this will evoke the children’s
curiosity and increase their motivation to investigate, explore and to become involved, extending their
ideas and experiences. The learning environment will comprise of the inside and outside area. Children
will have the freedom to move from one to the other during their child-initiated activity.

Learning and Development

At RBIS we believe children learn best through real experiences and active learning. We know children
learn at their highest level when at play; therefore, we do not make a distinction between play and work.
We provide a daily routine for the children, which provides for teacher directed, teacher initiated and

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Rasami British International School is committed to safeguarding and promoting the welfare of students
and expects all staff and volunteers to share this commitment. It is our aim that all students fulfil their potential.