Policy Statement

At Twinkling Stars Early Childhood Centre, we are committed to providing a high-quality early childhood education that focuses on the holistic development of each child. This policy outlines our approach to teaching, learning, assessment, and progress tracking to ensure the best possible outcomes for all children in our care.

Teaching and Learning

At Twinkling Stars, we embrace an interdisciplinary thematic approach to Early Years Foundation Stage (EYFS) teaching and learning, catering to all age groups. We precisely design our curriculum, ensuring that Twinkling Stars Centre’s vision, mission, and core values Collaboration, Respect, integrity, Growth mindset, and Diversity – are seamlessly integrated into our child-centric teaching and learning process.

Our curriculum planning focuses on the desirable outcomes and on developing children’s skills and experiences in seven areas of learning. Our setting fully supports the principle that young children learn actively through play, and by engaging in well-planned structured activities.

This policy outlines the principles for good practice across the Foundation Stage. It uses the four guiding principles from the EYFS framework of:

• Every child is a unique child.
• Children learn through positive relationships.
• Children develop well in enabling environments.
• Children develop and learn in different ways and at different rates.

Learning Plans Breakdown

1. Long Term Planning

This is created by the Twinkling Stars Centre Manager in collaboration with the Foundation Stage team. These plans show Theme based Yearly EYFS Curriculum Planning covering seven areas of EYFS and show progress in the skills that are being learnt.

2. Medium Term Planning

These cover a term or half-term period and cover the skills, concepts and knowledge to be taught. They may be adapted to respond to the needs and interests of the children.

3. Short Term Planning

These show on a daily/weekly basis how skills have been broken down to a specific learning objective.

EYFS Qualified Teachers

We are committed to employing EYFS-qualified and dedicated teachers who have the knowledge, skills, and passion to support the learning and development of young children. Our teachers will receive ongoing professional development to stay abreast of best practices in early childhood education.

Assessments

Ongoing Assessment

Key persons in the setting make ongoing and informal observations of children to contribute towards formative assessments for each child.

Formative Assessment

We will use ongoing formative assessment strategies to observe, document, and understand each child’s progress, strengths, and areas for improvement.

Summative Assessments

Teachers and room leads are also expected to keep summative assessments for each child in our setting. There will be an end of Term report that is shared with the next teacher and the parents.

Children will be assessed at either emerging or expected levels against each Development Matters.

Development Matters Statements

Development Matters Statements are used to inform assessments against age-expected outcomes.

As a general guideline the children in:

• Babies: should be working within 45 day – 12 months.
• Younger Toddlers and Older Toddlers: 13 months – 35 months.
• FS1: should be working within 36 months – 47 months.
• FS2: should be working within the reception band.

By the end of FS1 and FS2 children who are on track in their development should be secure in these bands.

Individualized Assessment

We will conduct individualized assessments if needed to identify each child’s unique learning needs and tailor our teaching strategies to support their development.

Transition Meetings

There is also a transition meeting for each child between the teachers. In this meeting, the judgments made for the child will be moderated and agreed.

Tracking Progress and Attainment

Record Keeping

We will maintain accurate and confidential records of each child’s progress and achievements. These records will be used to inform our teaching practices, communication with parents, and support the transition to future learning environments.

EYFS Profiles

Following the statutory requirement of EYFS, the EYFS Profile assessment must be carried out by the end of the final term of FS2.

EYFS profile data is shared with parents and used for data purposes by the next school.

The parents uses this to monitor changes in levels of children’s development and their readiness for the next phase in their child’s education.

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Policy created by Twinkling Stars Center Manager:
Ms. Asma Azher