Where Care and Learning Count




  • To provide a broad and balanced range of experiences that reflect and recognise a range of individual learning needs and abilities and that children will be at different stages of their development.

  • To plan a curriculum based on where a child is at and where the child can engage in first hand experiences designed to encourage use of all the senses including movement.

  • To provide opportunities for the child to engage in stimulating and challenging activities that extends his/her knowledge, understanding and skills.

  • To provide opportunities for the children to explore and experiment, to talk about and share these experiences.

  • To encourage sustained activities appropriate to the child’s emotional, social, intellectual and physical development.

  • To encourage the child to become independent and self-reliant and to develop a sense of achievement and self-esteem.

  • To provide an early years curriculum which is in line with Foundation Stage and development matters, which enables children to meet the early learning goals   but which also allows access to the KS1 curriculum where appropriate.

  • To promote a sense of responsibility and respect for people and property.

  • To provide a secure and appropriate environment which is stimulating and attractive including an outdoor area.

  • To liase with pre-school playgroups and other pre-school agencies, including health professionals.

  • To foster and promote the home/school partnership.

  • To provide equal opportunities for all regardless of gender, culture, ethnicity, religion, home language, family background, special educational needs, disability or ability.

Please note, that throughout this document, wherever the word parent is written, it may equally apply to carer.

This policy statement has been endorsed by the governing body.



  • Experience of and recognition of early success contributes towards confident learners.

  • We believe that education in the early years should stimulate the growth of the whole child through helping the child to develop confidence in physical, cognitive and social skills.

  • Children learn best in a stimulating environment.

  • We believe that the home/school link should be sufficiently well prepared to allow for the child’s previous experience and interests to influence the planning of the curriculum and so that a partnership with parents can be built.

  • Children learn through first hand experiences, structured play and interaction with others.

  • Confident children with good self-esteem learn best and success builds upon success.

  • We believe in equal opportunities for all and our entry procedures reflect this.



The curriculum of the Foundation Stage underpins all future learning by supporting, fostering, promoting and developing children’s:

  • Personal, social, and emotional well being

  • Positive attitudes and dispositions towards their learning

  • Social skills

  • Attention skills and persistence

  • Language and communication

  • Reading and writing

  • Mathematics

  • Understanding of the world

  • Expressive art and design

  • Physical development

  • Circle time will be included

  • Opportunities will be provided for children to borrow library books to take home and shared with parents

  • ICT is used in all areas of the foundation Curriculum all children have access to tape recorders, computers, smart board and  children in F2 are time tabled for the computer room.

  • Independent skills



  • Observations are planned throughout the year so that each child is specially observed on a regular basis in line with the profile.

  • This assessment may also be used to identify children with any special need. All children with special needs will have equal access to the curriculum and will be given support as appropriate.

  • MONITORING PLANNING IS REVIEWED EACH TERM BY THE HEADTEACHER.  Policies, Schemes of work, achievement and practices are regularly reviewed.  This is linked to staff development and training. We have a nominated governor for the foundation stage.

  • The base line assessment observations are recorded and used to inform future grouping and planning as well as providing information for reporting to parents

  • Adults working with groups of children frequently write comments about the children with whom they are working

  • Individual records are kept for all 7 areas of the curriculum in year R, and Nursery in line with the profile.

  • Individual records are kept for phonics, reading development, mathematics and personal and social development.

  • I Pads are used to take photographs using a software called 2 Simple 2 Build a profile.



Pre Nursery Visit:

Before children start in Nursery they are invited with parent or carer to visit and familiarise themselves with Nursery environment and staff

Entry to Nursery Unit:

The children will be offered a Nursery place in the term after their third birthday if or as soon as possible after this as space allows.  They are admitted in chronological order.

Progression into Reception Unit:

The children will move to the reception Class as a year group cohort in the September after their fourth birthday.  In July all children are given the opportunity to visit with parents to meet their new teachers.



We aim to identify as soon as possible children who have special educational needs.  Together with the help of parents and the school’s Special Educational Needs Co-ordinator we can plan an individual programme (IEP) of activities suited to support or stretch the child in question.  This plan of action is in line with the national “Special Needs Code of practice”


Equal Opportunities

We believe that all children, irrespective of race, gender, creed, disability, or stage of development have a right or reach their full potential and take part in the curriculum.


Safeguarding Children

The school takes its child protection responsibilities very seriously. Any concerns, which the school has, will be noted and, if deemed necessary, will be reported to the relevant agency. The safety of the child is always of paramount importance. The full Safeguarding Policy is available in school for parents to read if they wish.


Intimate Care Procedures

In the event of a child having a toilet accident the child will be changed into clean clothes provided by the school or the parent. At all times there will be two members of staff present. The child will be cleaned as well as possible and parents are advised to bath them at home.

In the event of a child becoming upset staff members will comfort them in an appropriate manner, where possible console them without lifting them onto a lap. This will always be in the presence of other members of staff.

Hawthorn Park Community Primary, Parkside Drive, Houghton Regis, Bedfordshire, LU5 5QN - Telephone: 01582 863859 

© 2019 by Hawthorn Park Community Primary. Proudly created by School Staff