KG / Foundation Stage


In Early Years, all children are provided with experiences and teaching that addresses: Personal, Social and Emotional Development; Communication (including Communication, language and literacy); Problem solving, Reasoning and Numeracy; Science; Physical Development; Creative Development and Arabic. Kalemon will be introduced for all students in KG 1 and continued in KG 2

In Early Years, children will have access to first-hand experiences based upon Play, Communication and Exploring. Teachers and their assistants will provide opportunities for the children to:

  • learn in high-quality, well-organised and stimulating indoor and outdoor learning environments
  • have a quality education that is integrated with quality care
  • enjoy early learning as part of a lifelong process
  • have a learning experience which fully involves their parent and provides opportunities for them to learn and develop together
  • develop strong self-esteem and motivation
  • have access to learning opportunities that are based upon ongoing assessment of what they already know and can do
  • have their different needs respected and catered for
  • develop as active learners and creative and critical thinkers
  • grow in confidence
  • establish successful relationships with adults and peers.
  • spend their time with professional, caring staff who are early years trained and who frequently and critically examine their own practice in order to improve
  • undertake formative assessment of children’s play and involvement throughout the academic year
  • undertake and assist in observations, monitoring, assessment and recording of children’s learning and development
  • observe children daily in various ways: taking notes, writing focused observations, tacking children through a session, taking photographs and video footage
  • monitor children’s progress and attainment to give clear and constructive support to children and their parents/carers.
  • have regular meetings with colleagues in which the children are discussed, their learning and care needs are planned for and provision organised through the indoor/outdoor areas and bases
  • participate in weekly, termly and yearly curriculum planning with colleagues that meets curriculum requirements for the children
  • plan high quality learning and teaching experiences for each day with a specific learning focus, which target some children
  • plan for some adults to be deployed in an area or activity and others to be in a more flexible role – supporting child-initiated learning
  • meet the needs of more able and less able children as appropriate
  • prepare and present accurate and effective ongoing reports of children
  • undertake summative assessments of children’s achievement using tracking tools
  • encourage children to think about and reflect upon their learning and develop their autonomy, decision-making, self-discipline, involvement, independence and emotional well-being
  • provide planned learning and teaching opportunities through free-flow play, talk, investigation and problem-solving, first-hand experiences, games and group activities
  • encourage and support open dialogue and mutual respect with parents
  • share with parents information about their child’s learning, development, health and welfare on an ongoing and confidential basis
  • informally share with parents/carers the policies and procedures of the school
  • visibly demonstrate good practice through daily interactions, wall displays etc.

participate in home visits to support children and families during the time that they use the school