Term dates

Academic Calendar

School Timings

Detailed School Timings

Teachers

Foundation Team

Welcome Note

Welcome to Foundation Stage at Safa British School – a vibrant, happy part of the school which plants the seeds for lifelong learning and comprises of:

  • FS 1 (3-4 year olds)
  • FS 2 (4-5 year olds)

The Early Years Foundation Stage (EYFS) is a pivotal stage in a child’s life as it lays the foundations for future learning. A child’s experience in the Early Years should be happy, active, exciting, fun, and secure, an environment where children are happy to explore and take risks. The early years’ experience should support their development, care and learning needs. 

Each aspect of learning in this stage of children’s development and development has been considered in the light of our understanding of how young children learn and develop. Alongside our core vision to unlock the potential of every child we provide our children with access to the widest range of opportunities by fostering self-belief, intellectual curiosity, empathy and responsibility towards each other and others in society. 

Learning is a journey and our passionate, caring teachers endeavour to ensure that your children develop in a caring, friendly, exciting, and stimulating environment. Effective partnerships with parents, our highly effective and passionate team of teachers ensure that our Foundation Stage learners have a wonderful start to their learning journey. As the Head of Foundation Stage, I would like to welcome you all to our Safa Family. 

Find the Joy in Learning

SBS Foundation Stage Philosophy

Partners & Accreditations

At Safa British School we believe that the Early Years Foundation Stage is the phase of learning when children discover the excitement and joy of learning and acquire life skills that will support them as they move through school and beyond. 

Our aim is that FS1 and FS2, with the well-planned indoor and outdoor learning environments, encourage the children in acquiring skills, attitudes and developing levels of understanding that will help them as they strive to reach their potential and become confident, active members of our school community and the UAE. It is through this process that the children will work towards, achieve, and exceed the Early Learning Goals at the end of Foundation 2.

At SBS, children begin their love of learning through “Finding the Joy in Learning”. Our enhanced indoor and outdoor environments inspire children to explore and discover. Each classroom has access to its own outdoor balconies that are accessible throughout the day. The children are based predominantly with their class teacher who focuses on the development of the seven areas of learners. Their days are active, explorational and fun-filled.

Our highly skilled Early Years practitioners create enabling environments that capture the interests of the children as well as flourishing positive relationships. Children use the continuous and enhanced provision to explore and experiment with the skills taught throughout the week. Developing independence and using their own autonomy, children innovate their learning.

Our Early Years Foundation Stage curriculum is a broad and balanced curriculum with relevant and appropriate content that matches the different levels of the young child’s needs. This academic year our school will introduce elements of the New Revised Curriculum. We consider the children’s different starting points and rates of development and encourage the children to be active, motivated and independent learners.

Foundation Stage at Safa British School is an important foundation upon which the rest of the child’s education is based. Children entering Safa British School bring with them different experiences, knowledge and interests upon which we can build. We plan children’s activities to reflect their interests, learning styles and next steps.

We plan for all areas of the Early Years Foundation Stage Curriculum on a weekly basis, involving all practitioners. We also plan on a medium-term basis including learning objectives, possible activities and assessment opportunities. It is open to enhancements directed by children’s responses and enjoyment of learning. We plan on a long-term basis for continuous provision in the classroom.

FS1 Classes

  • Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.
  • Develop their sense of responsibility and membership of a community.
  • Become more outgoing with unfamiliar people, in the safe context of their setting.
  • Show more confidence in new social situations.
  • Play with one or more other children, extending and elaborating play ideas.
  • Help to find solutions to conflicts and rivalries. For example, accepting that not everyone can be Spider-Man in the game, and suggesting other ideas.
  • Increasingly follow rules, understanding why they are important.
  • Do not always need an adult to remind them of a rule.
  • Develop appropriate ways of being assertive.
  • Talk with others to solve conflicts.
  • Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’ or ‘worried’.
  • Begin to understand how others might be feeling.
  • Enjoy listening to longer stories and can remember much of what happens.
  • Can find it difficult to pay attention to more than one thing at a time.
  • Use a wider range of vocabulary.
  • Understand a question or instruction that has two parts, such as “Get your coat and wait at the door”.
  • Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?”
  • Sing a large repertoire of songs.
  • Know many rhymes, be able to talk about familiar books, and be able to tell a long story.
  • Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’.
  • May have problems saying some sounds (r, j, th, ch, sh), multisyllabic words (such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’)
  • Use longer sentences of four to six words.
  • Be able to express a point of view and to debate when they disagree with an adult or a friend, using words as well as actions.
  • Can start a conversation with an adult or a friend and continue it for many turns.
  • Use talk to organise themselves and their play: “Let’s go on a bus… you sit there… I’ll be the driver.”
  • Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
  • Go up steps and stairs, or climb up apparatus, using alternate feet.
  • Skip, hop, stand on one leg and hold a pose for a game like musical statues.
  • Use large-muscle movements to wave flags and streamers, paint and make marks.
  • Start taking part in some group activities which they make up for themselves, or in teams.
  • Are increasingly able to use and remember sequences and patterns of movements which are related to music and rhythm.
  • Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
  • Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
  • Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks.
  • Use one-handed tools and equipment, for example, making snips in paper with scissors.
  • Use a comfortable grip with good control when holding pens and pencils.
  • Start to eat independently and learning how to use a knife and fork.
  • Show a preference for a dominant hand.
  • Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.
  • Be increasingly independent in meeting their own care needs, e.g. brushing teeth, using the toilet, washing and drying their hands thoroughly.
  • Make healthy choices about food, drink, activity and toothbrushing.
  • Understand the five key concepts about print: print has meaning, the names of the different parts of a book
  • Print can have different purposes: page sequencing, we read English text from left to right and from top to bottom
  • Develop their phonological awareness, so that they can: spot and suggest rhymes, count or clap syllables in a word, recognise words with the same initial sound, such as money and mother
  • Engage in extended conversations about stories, learning new vocabulary
  • Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; write ‘m’ for mummy.
  • Write some or all of their name.
  • Write some letters accurately
  • Fast recognition of up to 3 objects, without having to count them individually (‘subitising’).
  • Recite numbers past 5.
  • Say one number for each item in order: 1,2,3,4,5.
  • Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).
  • Show ‘finger numbers’ up to 5.
  • Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.
  • Experiment with their own symbols and marks as well as numerals.
  • Solve real world mathematical problems with numbers up to 5.
  • Compare quantities using language: ‘more than’, ‘fewer than’.
  • Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ❖ Sides ❖ Corners ❖ Straight ❖ Flat ❖ Round
  • Describe a familiar route.
  • Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
  • Make comparisons between objects relating to size, length, weight and capacity.
  • Select shapes appropriately: flat surfaces for building, a triangular prism for a roof etc.
  • Combine shapes to make new ones – an arch, a bigger triangle etc.
  • Talk about and identifies the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc.
  • Extend and create ABAB patterns – stick, leaf, stick, leaf.
  • Notice and correct an error in a repeating pattern.
  • Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then…’
  • Describe a familiar route. 
  • Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
  • Make comparisons between objects relating to size, length, weight and capacity.
  • Select shapes appropriately: flat surfaces for building, a triangular prism for a roof etc.
  • Combine shapes to make new ones – an arch, a bigger triangle etc.
  • Talk about and identifies the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc.
  • Extend and create ABAB patterns – stick, leaf, stick, leaf.
  • Notice and correct an error in a repeating pattern.
  • Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then…
  • Use all their senses in hands-on exploration of natural materials.
  • Explore collections of materials with similar and/or different properties.
  • Talk about what they see, using a wide vocabulary.
  • Begin to make sense of their own life-story and family’s history
  • Show interest in different occupations.
  • Explore how things work.
  • Plant seeds and care for growing plants.
  • Understand the key features of the life cycle of a plant and an animal.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Explore and talk about different forces they can feel.
  • Talk about the differences between materials and changes they notice.
  • Continue to develop positive attitudes about the differences between people.
  • Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
  • Take part in simple pretend play, using an object to represent something else even though they are not similar.
  • Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses etc.
  • Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
  • Explore different materials freely, in order to develop their ideas about how to use them and what to make.
  • Develop their own ideas and then decide which materials to use to express them.
  • Join different materials and explore different textures.
  • Create closed shapes with continuous lines, and begin to use these shapes to represent objects.
  • Draw with increasing complexity and detail, such as representing a face with a circle and including details.
  • Use drawing to represent ideas like movement or loud noises.
  • Show different emotions in their drawings and paintings, like happiness, sadness, fear etc.
  • Explore colour and colour-mixing.
  • Listen with increased attention to sounds.
  • Respond to what they have heard, expressing their thoughts and feelings.
  • Remember and sing entire songs.
  • Sing the pitch of a tone sung by another person (‘pitch match’).
  • Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs.
  • Create their own songs, or improvise a song around one they know.
  • Play instruments with increasing control to express their feelings and ideas.

Listening

  • The listener can recognize common memorized words and expressions upon hearing them.
  • The listener can sometimes recognize single words or common expressions if these are in context.
  • The student can sometimes recognize the letter sounds which he learned in the context of familiar words.
  • The student can sometimes understand single words that have been learned and memorized in previous stages, especially if associated with an action or a picture.
  • The student can understand common greetings.
  • The student can recognize some color names.
  • The student can count from one to ten.

Speaking

  • The speaker can communicate about a limited number of very familiar topics using single words or memorized expressions.
  • The speaker cannot engage in a genuine conversation about familiar or unfamiliar topics

Reading

  • The reader can recognize a number of letters and vocalization markers phrases he learned.

Writing

  • The writer can copy some familiar letters.

Listening

  • The listener can recognize common memorized words and expressions upon hearing them.
  • The listener can sometimes recognize single words or common expressions if these are in context.
  • The student can sometimes recognize the letter sounds which he learned in the context of familiar words.
  • The student can sometimes understand single words that have been learned and memorized in previous stages, especially if associated with an action or a picture.
  • The student can understand common greetings.
  • The student can recognize some color names.
  • The student can count from one to ten.

Speaking

  • The speaker can communicate about a limited number of very familiar topics using single words or memorized expressions. The speaker cannot engage in a genuine conversation about familiar or unfamiliar topics.

Reading

  • The reader can recognize a number of letters and vocalization markers phrases he learned.

Writing

  • The writer can copy some familiar letters.

Swimming Classes

Dedicated Indoor Play

Essental Information

It is expected that the children are able to use the toilet independently and clean themselves also. The children may go to the toilet whenever needed, however it is expected that they will tell the teacher or assistant teacher that they are going to leave the classroom.

SBS Toileting Policy

Girls

  • Purple & white striped short-sleeved dress or skirt (skirt/shorts combined) and purple & white striped short-sleeved shirt
  • Navy sweatshirt or cardigan

Boys

  • Purple and white striped short-sleeved shirt, navy shorts or long trousers
  • Navy sweatshirt or cardigan

For more information visit Safa British School Uniform page. 

FS2 Classes

  • See themselves as a valuable individual.
  • Build constructive and respectful relationships.
  • Express their feelings and consider the feelings of others.
  • Show resilience and perseverance in the face of challenge.
  • Identify and moderate their own feelings socially and emotionally.
  • Think about the perspectives of others.
  • Manage their own needs. 

Self-Regulation

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.
  • Explain the reasons for rules, know right from wrong and try to behave accordingly.
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices

Building Relationships

  • Work and play cooperatively and take turns with others.
  • Form positive attachments to adults and friendships with peers.
  • Show sensitivity to their own and to others’ needs
  • Understand how to listen carefully and why listening is important.
  • Learn new vocabulary.
  • Use new vocabulary through the day.
  • Ask questions to find out more and to check they understand what has been said to them.
  • Articulate their ideas and thoughts in well-formed sentences.
  • Connect one idea or action to another using a range of connectives.
  • Describe events in some detail.
  • Use talk to help work out problems and organise thinking and activities explain how things work and why they might happen.
  • Develop social phrases.
  • Engage in story times.

Listening, Attention & Understanding

  • Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
  • Make comments about what they have heard and ask questions to clarify their understanding.
  • Hold conversation when engaged in back-and-forth exchanges with their teacher and peers.

Speaking

  • Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.
  • Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate.
  • Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.
  • Revise and refine the fundamental movement skills they have already acquired: rolling, crawling, walking, jumping, running, hopping, skipping, climbing.
  • Progress towards a more fluent style of moving, with developing control and grace.
  • Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
  • Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.
  • Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
  • Combine different movements with ease and fluency.
  • Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.
  • Develop overall body-strength, balance, co-ordination and agility.
  • Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.
  • Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
  • Know and talk about the different factors that support their overall health and wellbeing: regular physical activity, healthy eating, toothbrushing, sensible amounts of ‘screen time’, having a good sleep routine, being a safe pedestrian
  • Develop the foundations of a handwriting style which is fast, accurate and efficient.
  • Further develop the skills they need to manage the school day successfully: lining up and queuing, mealtimes, personal hygiene.

Gross Motor Skills

  • Negotiate space and obstacles safely, with consideration for themselves and others.
  • Demonstrate strength, balance and coordination when playing.
  • Move energetically, such as running, jumping

Fine Motor Skills

  • Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases.
  • Use a range of small tools, including scissors, paintbrushes and cutlery.
  • Begin to show accuracy and care when drawing.
  • Read individual letters by saying the sounds for them.
  • Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.
  • Read some letter groups that each represent one sound and say sounds for them.
  • Read a few common exception words matched to the school’s phonic programme.
  • Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words.
  • Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment.
  • Form lower-case and capital letters correctly.
  • Spell words by identifying the sounds and then writing the sound with letter/s.
  • Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.
  • Re-read what they have written to check that it makes sense.

Comprehension

  • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
  • Anticipate (where appropriate) key events in stories.
  • Use and understand recently introduced vocabulary during discussions about stories, nonfiction, rhymes and poems and during role play.

Word Reading

  • Say a sound for each letter in the alphabet and at least 10 digraphs.
  • Read words consistent with their phonic knowledge by sound-blending.
  • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

  • Write recognisable letters, most of which are correctly formed.
  • Spell words by identifying sounds in them and representing the sounds with a letter or letters.
  • Write simple phrases and sentences that can be read by others.
  • Count objects, actions and sounds.
  • Subitise.
  • Link the number symbol (numeral) with its cardinal number value.
  • Count beyond ten.
  • Compare numbers.
  • Understand the ‘one more than/one less than’ relationship between consecutive numbers.
  • Explore the composition of numbers to 10.
  • Automatically recall number bonds for numbers 0–10.
  • Select, rotate and manipulate shapes in order to develop spatial reasoning skills.
  • Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
  • Continue, copy and create repeating patterns.
  • Compare length, weight and capacity.

Number

  • Have a deep understanding of number to 10, including the composition of each number.
  • Subitise (recognise quantities without counting) up to 5.
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

  • Verbally count beyond 20, recognising the pattern of the counting system.
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
  • Talk about members of their immediate family and community.
  • Name and describe people who are familiar to them.
  • Comment on images of familiar situations in the past.
  • Compare and contrast characters from stories, including figures from the past.
  • Draw information from a simple map.
  • Understand that some places are special to members of their community.
  • Recognise that people have different beliefs and celebrate special times in different ways.
  • Recognise some similarities and differences between life in this country and life in other countries.
  • Explore the natural world around them.
  • Describe what they see, hear and feel whilst outside.
  • Recognise some environments that are different to the one in which they live.
  • Understand the effect of changing seasons on the natural world around them.

Past & Present

  • Talk about the lives of the people around them and their roles in society.
  • Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
  • Understand the past through settings, characters and events encountered in books read in class and storytelling.

People, Culture & Communities

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants.
  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter
  • Explore, use and refine a variety of artistic effects to express their ideas and feelings.
  • Return to and build on their previous learning, refining ideas and developing their ability to represent them.
  • Create collaboratively sharing ideas, resources and skills.
  • Listen attentively, move to and talk about music, expressing their feelings and responses.
  • Watch and talk about dance and performance art, expressing their feelings and responses.
  • Sing in a group or on their own, increasingly matching the pitch and following the melody.
  • Develop storylines in their pretend play.
  • Explore and engage in music making and dance, performing solo or in groups.

Creating with Materials

  • Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Share their creations, explaining the process they have used.
  • Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

  • Invent, adapt and recount narratives and stories with peers and their teacher.
  • Sing a range of well-known nursery rhymes and songs.
  • Perform songs, rhymes, poems and stories with others, and (when appropriate) try to move in time with music

Reading

  • The reader can recognize a number of letters and vocalization markers, and some words and phrases he learned.
  • The reader can sometimes recognize some common words or often used phrases presented within a supporting context.
  • The student can spell a few names and simple words.
  • The reader can link single words with related images.
  • The student can link some words and expressions he learned with related meanings such as city names on a map or the names of a few dishes on a menu.

Writing

  • The writer can copy some familiar letters, words and phrases.
  • The writer can copy familiar words and phrases using letters he learned.
  • If given enough time and hints, the writer can write a limited number of words and phrases from memory, but errors are to be expected.
  • The student can copy letters, words and phrases he or she learned in class.
  • The student can write his or her name, home address, date, name of days and seasons.
  • The student can write words and phrases that he or she learned, using visual stimuli such as pictures, maps or drawings.

Listening

  • The listener can recognize common memorized words and expressions upon hearing them.
  • The listener can sometimes recognize single words or common expressions if these are in context.
  • The listener shows very little understanding of verbal messages even in their simplest context and in personal and social situations.
  • The student can sometimes recognize the letter sounds which he learned in the context of familiar words.
  • The student can sometimes understand single words that have been learned and memorized in previous stages, especially if associated with an action or a picture.
  • The student can understand common greetings.
  • The student can recognize some color names.
  • The student can count from one to ten.
  • The student knows some types of food.

Speaking

  • The speaker can communicate about a limited number of very familiar topics using single words or memorized expressions.
  • The speaker, if given enough time and hints, can exchange greetings and introduce himself, and can name a few familiar items related to his direct environment
  • The speaker cannot engage in a genuine conversation about familiar or unfamiliar topics.

Reading

  • The reader can recognize a number of letters and vocalization markers, and some words and phrases he learned.
  • The reader can sometimes recognize some common words or often used phrases presented within a supporting context.
  • The student can spell a few names and simple words.
  • The reader can link single words with related images.
  • The student can link some words and expressions he learned with related meanings such as city names on a map or the names of a few dishes on a menu.

Writing

  • The writer can copy some familiar letters, words and phrases.
  • The writer can copy familiar words and phrases using letters he learned. If given enough time and hints, the writer can write a limited number of words and phrases from memory, but errors are to be expected.
  • The student can copy letters, words and phrases he or she learned in class.
  • The student can write his or her name, home address, date, name of days and seasons.
  • The student can write words and phrases that he or she learned, using visual stimuli such as pictures, maps or drawings

Swimming Classes

Dedicated Indoor Play

Essental Information

It is expected that the children have more control over their toileting needs. However, if the child needs to go to the toilet during a lesson they must ask for permission from the teacher or assistant but should becoming aware that on occasions they may be asked to wait to see if the need is essential.

SBS Toileting Policy

Girls

  • Purple & white striped short-sleeved dress or skirt (skirt/shorts combined) and purple & white striped short-sleeved shirt
  • Navy sweatshirt or cardigan

Boys

  • Purple and white striped short-sleeved shirt, navy shorts or long trousers
  • Navy sweatshirt or cardigan

For more information visit Safa British School Uniform page. 

The transition from FS to KS1 takes place throughout term 3. A transition program is used to gradually transition the chilren from FS to KS1 using a range of activities incuding visits to the KS1 central area as well as classrooms and story sessions with the KS1 teachers. Opportunities for a shared snack as well outdoor/ indoor play is planned. During the first term of Year 1, there remains a balance of adult led and child-initiated sessions and the learning environment maintains the appropriate elements of the EYFS curriculum.

Transition Policy