The Early Years Foundation Stage (EYFS) sets the standards that all Early Years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s
‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
There are seven areas of learning and development that must shape educational programmes in Early Years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
Dutch as an Additional Language
First language English speakers learn Dutch as an additional language in a small group setting. Nursery children are usually supported first in their classroom and as the year progresses, are withdrawn by the specialist teacher to work in a small group setting in the Dutch classroom. Reception children attend a minimum of two Dutch lessons a week in the Dutch classroom. Here, they build up basic vocabulary and learn simple words and phrases that will be useful to them in the classroom and beyond.
Native Dutch speakers attend Dutch as a native tongue lessons. Children must have Dutch parents / speak Dutch in the home to qualify for these lessons. The Dutch teacher follows a similar programme to that taught in a Dutch school.
English as an Additional Language (EAL)
Many children join the EYS School with little or no knowledge of the English language. Nursery children are usually supported first in their classroom and as the year progresses, are withdrawn by the specialist teacher to work in a small group setting in the English classroom. Reception children are withdrawn to the English classroom from the start of the year and attend 2-3 English classes per week depending on their ability. Here, they build up basic vocabulary and learn simple words and phrases that will be useful to them in the school environment and beyond. We aim to instill confidence in the children, creating a secure environment in which they can practise and apply their new knowledge. Children learning English do not attend Dutch classes.
Learning Support (LS)
The School is non-selective and provides the support needed for children who have a range of specific educational needs. We have a learning support teacher and a learning support coordinator (LSCO) in school. They are involved in identifying children who require learning support, providing relevant assessment, supporting class teachers, liaising with parents and outside agencies and working directly with the pupils. Children may be provided with in-class support when the LS teacher works alongside a child in his or her classroom or via withdrawal groups where focused support is provided away from the classroom setting.
Our learning support staff liaise with both classroom teachers and parents to track progress and evaluate the effectiveness of the support in place so that this can be adjusted accordingly.
We have links with a wide variety of external agencies which can also help to provide appropriate support for any of our pupils with additional needs. We have English speaking speech and language pathologists, occupational therapists and a sensory integration therapist working on the school site. We have links with educational psychologists. Should you feel that your child would benefit from extra support, we suggest that you make an appointment to speak to the Head of School prior to their entry to school.