Religious Education in the Early Years Foundation Stage

Background

The Early Years Foundation Stage (EYFS) framework focuses on children from birth to the end of the reception year. For the purpose of Newbold Church School and The Nest, we are referring to the later part of the EYFS, namely children aged from 3 to 5 who are in our school setting for Nursery or Reception.

Religious education is statutory for all pupils registered on the school roll. The statutory requirement for religious education does not extend to nursery classes in maintained schools and is not, therefore, a legal requirement for much of the Foundation Stage. However, we believe it forms a valuable part of the educational experience of children throughout the EYFS.

NCS Early Years  Religious Education draws upon the principles that underpin the EYFS Framework:

• quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind;
• a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly;
• partnership working between practitioners and with parents and/or carers; and
• equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.

British Values

The government has stated that promoting British values is part of the early years curriculum. This means that as part of Ofsted’s inspections, early years providers will be inspected on how these values are promoted within the setting. According to Department for Education, the fundamental British values can be broken down as:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect and tolerance of different faiths and beliefs British values should be included in the whole curriculum.

The children in early years settings live in an increasingly diverse society and our RE curriculum will support encouraging them to learn that it is possible to live together peacefully, each of them a valuable part of our multicultural world. We work closely with parents and communities to support making those links and delivering a broad provision. British values are embedded in the curriculum of an early years setting when children learn to be kind, helpful and respectful of others, to be part of their local community and to appreciate that it is acceptable to have a group where people believe different things and that they can support and respect each other in those different beliefs. In finding out about those times that are special to themselves and others and in learning to work together and accommodate different needs we are laying foundations that can be built on in the Key Stages to follow.

 Religious Education in the Early Years Foundation Stage

During the Foundation Stage, children begin to explore the world of religion in terms of special people, books, times, places, objects and visiting places of worship. Children listen to, and talk about, stories. They are introduced to specialist words and use their senses in exploring religious beliefs, practices and forms of expression. They reflect upon their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live. It is important for young children to approach early experiences related to religious education with open attitudes and interest and to feel free to talk about the place of religious experience in their own lives. In order that this can happen we foster an environment within each setting where children can appreciate that everyone is of equal importance, where diversity is celebrated and where children can develop an understanding that the needs of everyone should be treated fairly and equally. Within our learning environment, cultural and religious diversity is regarded as positive and children can feel that they are able to express their viewpoints and beliefs in safety.

In line with the principles of the EYFS, all our planning and provision is relevant and begins with the child and their personal/real experiences. Our staff are aware of the individual child and the child's significant and unique experiences, in order that all activities and learning opportunities are relevant.

Play is essential for child development, building their confidence as they learn to explore, to think about problems, and relate to others. Children learn by leading their own play, and by taking part in play which is guided by adults. Our religious education curriculum is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activities. By providing a safe climate, experiences are shared and learning moves forward as children become aware of the community around them and their place in it.