EYFS - Early Years and Foundation Stage

Welcome to Early Years at Roman Hill Primary School

We’re delighted to welcome you to the Early Years Foundation Stage (EYFS) at Roman Hill Primary School. This page is designed to give you a glimpse into life in Nursery and Reception, and to help you feel confident, informed, and connected as your child begins their Early Years journey with us.

Starting school is a big milestone, and we know it can bring a mixture of excitement and nerves — for children and parents alike. At Roman Hill, we believe every child deserves the very best start, and we work hard to create a nurturing, stimulating environment where children feel safe, valued, and ready to learn.

Play is at the heart of everything we do. Through play, children explore, experiment, build relationships, and make sense of the world around them. From construction and creative activities to storytelling, role play, and outdoor learning, our Early Years provision offers rich, hands-on experiences every day. Our skilled staff are always nearby to support, extend, and celebrate each child’s learning at their own pace.

We also recognise that you are your child’s first and most important teacher. Strong partnerships with families are central to our approach. We value your knowledge of your child and encourage regular communication — whether through Tapestry, a conversation at the gate, or a planned meeting.

This page will share information about our EYFS curriculum, daily routines, learning through play, and how we support children’s development and wellbeing. If you ever have a question, concern, or something to share, please don’t hesitate to get in touch — we are always happy to help.

We look forward to working in partnership with you and your child, and to beginning this exciting journey together.

Warm wishes,
The Early Years Team

Intent, Implementation & Impact statements

Intent:

Through a well-sequenced and ambitious curriculum, we aim for children to be self-motivated learners who experience awe and wonder through carefully crafted activities.

From the moment a child enters the environment they show a willingness to learn and develop high levels of vocabulary, foundational skills, knowledge and experiences.

Parental engagement is key to embedding and supporting this learning.

Implementation

Using development matters and the EYFS framework, staff skilfully design learning opportunities to ensure curriculum application.

Phonics and taught sessions for Literacy and Maths underpin the wider opportunities for learning.

Continuous provision provides opportunities to explore and apply their learning to existing and new concepts.

The learning environment is structured to promote curiosity with purposeful and independent learning; engaging adults support children in making informed responses.

Impact

Pupils leave EYFS ready for KS1 - with the foundational knowledge and skills to enable them to make accelerated progress and achievements from their individual starting points.

Children develop a sense of self and belonging to their communities.

Outcomes are broadly in line with peers nationally.

Policies

Half termly overviews

Structure of the EYFS

The Foundation Stage applies to children from three years of age to the end of the Reception year.

The Foundation Stage is, as the title implies, the foundation for lifelong learning. The Early Learning Goals (ELGs) set out what is expected of most children by the end of the Foundation Stage. We understand that children have different needs and abilities and aim to support each individual child on their learning journey.

Although compulsory schooling begins at the start of the term after a child’s fifth birthday, we encourage children to attend Reception full-time from September and our Nursery from the term after their third birthday.

Nursery

Everyone is entitled to nursery placement funding for 15 hours a week from the term after their 3rd birthday. Additional funding for a further 15 hours is available if parents/carers qualify for the government scheme. (If you do not qualify, you can pay for the extra hours privately).

The nursery Morning session is from 8:30 to 11:30 a.m., and the afternoon session is from 12:15 to 3:15 p.m. For a child in the nursery for a whole day (from 8:30 to 3:15), a lunchtime provision charge is made to cover the period from 11:30 to 12:15. The family will be expected to provide their child with a packed lunch.

Reception

The children are expected to arrive at 8:40 am. Home time is 3:15. All children in Reception are entitled to a Free school meal.

Prime areas of learning:

Why do we teach Literacy in EYFS?

Literacy is a specific area of learning in the EYFS framework that equips children with the essential skills needed to read and write. It is crucial because:

📚 It lays the foundation for all future learning
Reading and writing are key skills that children will use across every area of the curriculum throughout their education.

🔤 It develops communication and language skills
Literacy builds upon children’s speaking and listening, expanding their vocabulary, understanding of language, and ability to express themselves clearly.

🧠 It supports cognitive development
Learning to read and write strengthens memory, attention, sequencing, and critical thinking skills.

😊 It fosters confidence and independence
Becoming a reader and writer opens up a world of knowledge and imagination, giving children confidence in their abilities and promoting independent learning.

🌍 It broadens children’s experiences and understanding
Through stories and texts, children learn about different people, cultures, places, and ideas, developing empathy and curiosity.

✏️ It develops fine motor skills
Writing activities help strengthen hand muscles, improve pencil grip, and develop control needed for writing fluently.

Our role as practitioners

To create a language-rich environment, filled with books, print, and opportunities for mark making.
To provide systematic, high-quality phonics teaching, enabling children to decode and read words.
To model and encourage writing for different purposes, making it meaningful and enjoyable.
To share a wide range of texts, developing children’s comprehension skills, vocabulary, and love of reading.

In summary, Literacy in EYFS is vital as it builds the reading and writing skills children need to access learning, express themselves, and succeed in life.

Why do we teach Physical Development in EYFS?

Physical Development is a prime area of learning in the EYFS framework because it is crucial for children’s health, wellbeing, and ability to access learning. It is important because:

💪 It supports overall health and wellbeing
Physical activity helps children to build strong bodies, develop fitness, and establish healthy habits for life.

✋ It develops fine and gross motor skills
Gross motor skills (e.g. running, jumping, climbing) build strength, coordination, and balance. Fine motor skills (e.g. holding a pencil, using scissors) are essential for writing, self-care, and many everyday tasks.

🧠 It supports cognitive development and focus
Movement and physical activity improve brain development, concentration, and readiness to learn.

😊 It builds confidence and resilience
Through physical challenges, children learn to take risks safely, persist when things are difficult, and celebrate their achievements.

👫 It promotes social skills
Physical activities often involve turn-taking, cooperating, sharing space, and understanding rules, which support social development.

🛁 It encourages independence and self-care
Children learn to manage their own needs, such as dressing, toileting, and eating, which supports their independence and readiness for school life.

Our role as practitioners

To provide daily opportunities for movement, both indoors and outdoors, to develop gross motor skills.
To plan activities that build fine motor strength and control, such as threading, playdough, and using tools.
To model and teach safe practices, encourage confidence, and support children to take care of their bodies.

In summary, Physical Development is vital for children’s health, confidence, independence, and ability to engage with all areas of learning.

Why do we teach Personal, Social and Emotional Development in EYFS?

Personal, Social and Emotional Development (PSED) is a prime area of learning in the EYFS framework because it underpins all aspects of children’s learning and wellbeing. It is essential because:

😊 It supports emotional wellbeing and resilience
Children learn to understand and manage their feelings, cope with changes, and develop confidence in themselves.

👫 It develops social skills and relationships
PSED helps children to learn how to play cooperatively, share, take turns, resolve conflicts, and build positive relationships with adults and peers.

🧠 It supports readiness to learn
Children who feel safe, secure, and valued are more able to engage in learning and try new things.

💭 It builds self-awareness and confidence
Children begin to understand who they are, what they like, and what makes them unique, helping them to develop a positive sense of self.

🎯 It teaches self-regulation and behaviour
Learning how to follow rules, manage impulses, and understand expectations is key for functioning in group settings and later school life.

🌍 It promotes respect and understanding of others
Through learning about similarities, differences, and feelings, children develop empathy and an understanding of diversity.

Our role as practitioners

To create a safe, nurturing environment where children feel valued and secure.
To model positive interactions, empathy, and respectful behaviour.
To provide activities and routines that build confidence, independence, social skills, and emotional regulation.
To support children through challenges, helping them to find solutions and build resilience.

In summary, PSED is vital as it underpins children’s wellbeing, relationships, confidence, and readiness to engage in learning and life.

Specific areas of learning

Why do we teach Literacy in EYFS?

Literacy is a specific area of learning in the EYFS framework that equips children with the essential skills needed to read and write. It is crucial because:

📚 It lays the foundation for all future learning
Reading and writing are key skills that children will use across every area of the curriculum throughout their education.

🧠 It supports cognitive development
Learning to read and write strengthens memory, attention, sequencing, and critical thinking skills.

🌍 It broadens children’s experiences and understanding
Through stories and texts, children learn about different people, cultures, places, and ideas, developing empathy and curiosity.

✏️ It develops fine motor skills
Writing activities help strengthen hand muscles, improve pencil grip, and develop control needed for writing fluently.

Our role as practitioners

To create a language-rich environment, filled with books, print, and opportunities for mark making.
To provide systematic, high-quality phonics teaching, enabling children to decode and read words.
To model and encourage writing for different purposes, making it meaningful and enjoyable.
To share a wide range of texts, developing children’s comprehension skills, vocabulary, and love of reading.

In summary, Literacy in EYFS is vital as it builds the reading and writing skills children need to access learning, express themselves, and succeed in life.

Why do we teach Mathematics in EYFS?

Mathematics is a specific area of learning in the EYFS framework, providing children with essential skills to understand and make sense of the world. It is important because:

🔢 It builds foundational skills for life
Maths helps children develop number sense, counting, and understanding of quantity, which are used daily in real-life situations.

🧠 It develops thinking and problem-solving skills
Maths encourages logical thinking, reasoning, and the ability to solve problems, supporting cognitive development across the curriculum.

🏗️ It supports understanding of shape, space, and measures
Children learn about shapes, patterns, sizes, weight, capacity, and time, helping them make sense of the physical world.

🎯 It prepares children for future learning
Strong early maths skills are closely linked to later academic achievement in maths and other subjects.

😊 It builds confidence and resilience
Success in maths helps children to feel confident, and solving problems develops perseverance and a positive attitude towards challenges.

🗣️ It develops language and communication
Talking about numbers, shapes, and patterns builds mathematical vocabulary and supports communication skills.

Our role as practitioners

To provide practical, hands-on experiences that make maths meaningful and relevant to children’s lives.
To create a maths-rich environment, with opportunities for counting, sorting, patterning, and exploring shapes and measures.
To model and use mathematical language in everyday routines and play.
To plan activities that challenge and extend children’s thinking, meeting them at their stage of development and moving them forward.

In summary, Mathematics in EYFS equips children with vital skills in number, shape, space, and problem-solving, supporting their learning, confidence, and ability to navigate the world.

Why do we teach Understanding the World in Early Years?

Understanding the World (KUW) is an important part of the Early Years Foundation Stage (EYFS) curriculum. It helps children to:

🌍 Make sense of the world around them
Children explore people, places, technology, and the environment, building knowledge about their community and the wider world.

🔍 Develop curiosity and a love of learning
Through investigating, exploring, and asking questions, children become curious learners who want to find out more.

🗣️ Build language and communication skills
Talking about what they see, experience, and find out helps children develop vocabulary and confidence to express their ideas.

👫 Learn about people and communities
Children begin to understand similarities and differences between themselves and others, promoting respect and understanding of diversity.

🖥️ Explore technology
They learn how to use simple technology, such as tablets, programmable toys, and interactive whiteboards, to support their learning.

🌱 Understand their impact on the world
Activities such as planting, caring for animals, and learning about recycling help children realise how their actions affect the environment.

🧠 Prepare for future learning
Knowledge and skills gained in KUW lay the foundation for subjects like Science, History, Geography, and Computing in later years.

Overall, Understanding the World helps children to develop knowledge, skills, and attitudes that will support them throughout their lives.

Why do we teach Expressive Arts and Design (EAD) in Early Years?

At RHPS, we value creativity as a key part of children’s learning. Expressive Arts and Design (EAD) is an important area of the Early Years Foundation Stage (EYFS) curriculum because it helps children to:

🎨 Express themselves and their ideas
Through art, music, dance, role play and design, children can share their thoughts and feelings in different ways.

🗣️ Develop language and communication skills
Talking about their creations and joining in with songs and role play helps to build vocabulary and confidence in speaking.

✂️ Strengthen physical skills
Activities like painting, cutting, and modelling help to develop hand strength and coordination needed for writing later on.

😊 Build confidence and self-esteem
Creating something unique gives children a sense of pride and achievement.

🤔 Learn to problem-solve and think creatively
They learn to make choices, experiment with different materials, and adapt their ideas when things don’t go to plan.

🌍 Explore the world around them
Through music, stories, and art from different cultures, children build understanding and respect for others.

In EAD, it’s not about the final product but about the process and joy of creating, exploring, and expressing themselves.

British Values in EYFS

The rule of law

We discuss why rules are needed and how they should be administered fairly so that everyone is kept happy and safe.

We include children in creating class or group rules for certain activities.

We encourage and support children in learning about right from wrong.

We help children to understand their own and other's behaviour and feelings, as well as the consequences of their actions.

We help children understand how to keep themselves safe and how to resolve conflicts appropriately, encouraging restorative conversations.

We create an environment in which actions are always followed through - so discussions are followed up, conflicts are resolved and requests are responded to.

Encourage children to take turns, share and cooperate.

We give children the opportunity to learn about the jobs of those involved with the rule of law, such as police officers.

Individual Liberty

We provide opportunities to develop children’s self-esteem and confidence in their own abilities. Encouraging them to develop a positive sense of themselves and to celebrate their personal achievements.

We motivate children to ask questions. Ensure they know that their questions, ideas and opinions will be valued and respected.

We enable children to take on challenges, risks and responsibilities, showing perseverance and resilience.

We encourage children to explore their thoughts and feelings with those that they trust and offer them the vocabulary to help them to do this.

We allow children to develop their independence, offering them opportunities to follow their own ideas and interests.

We ensure that all children engage in a wide range of activities and are not limited by gender or other stereotypes.

We encourage children to express their own views and also respect the fact that others may have different views.

Mutual Respect and Tolerance of Different Faiths and Beliefs

We encourage children to reflect on their similarities and differences with each other and foster an inclusive approach.

We create an environment that includes, values and respects different faiths, cultures, views and ethnicities.

We provide opportunities to make links with the local community, for example, outings to local places and inviting members of the local community to visit the school, taking part in local events and making links with a local charity.

We encourage children to see themselves as part of a wider community. We learn about national commemorations, such as Remembrance Day and learn about places around the world using a range of resources, including books and online resources.

We help children to learn about other faiths, cultures, traditions, families, communities and ways of life and to be curious and appreciative.

We encourage children to share their own experiences and respond to the experiences of others. We learn about festivals and special days, different types of family units and different occupations.

We encourage children to appreciate similarities as well as differences, helping them to build constructive and respectful relationships.

Cultural Capital

What is Cultural Capital at RHPS?

Cultural capital is all about providing children with experiences and opportunities to help them progress and achieve success.

By creating a rich and varied EYFS curriculum that offers diverse, engaging activities, all children can be supported to achieve their potential.

When children start in our setting, they already have a variety of different experiences. Cultural capital in EYFS is about celebrating and building on these early experiences and providing other new opportunities to be curious, explore, try new things and experience awe and wonder.

The aim of cultural capital is to create possibilities for children's knowledge, understanding and abilities to be developed and extended through new opportunities and experiences. This gives children the best possible start to their education and promotes future success.

How do we deliver Cultural Capital in our EYFS?

For every child, cultural capital will be unique. Cultural capital is at the centre of our EYFS. We incorporate, build on and celebrate children’s existing experiences and ideas and offer them new opportunities and experiences to increase their knowledge, understanding and skills.

We use our observations and knowledge of the children to work out the opportunities that would be of the most benefit to them; considering what experiences have they already had and how could these be further developed. We endeavour to plan for any opportunities that they are missing.

We:

• Learn more about a topic the children are interested in using books or the internet.

• Create role-play activities based on a new experience, such as a visit to a shop or cafe.

• Explore and describing new materials in a science experiment.

• Look at seasonal changes or the weather.

• Explore new musical instruments, music, songs and rhymes from different cultures.

• Are active outdoors, playing new games and using different types of equipment.

• Celebrate festivals and cultural events, such as Diwali, birthdays or sporting events.

• Organise visits such as to the beach and park.

• Arrange visits to the setting from local organisations, such as the police and a local Beekeeper.

• Share news and activities that they do with family and friends.

• Read a variety of stories, poems and non-fiction books and explore and use new vocabulary.

• Explore a range of natural and manufactured materials to promote awe and wonder.

• Introduce, sharing and exploring different greetings and languages.

• Provide activities where children are invited to take turns and share resources and learn to cooperate, discuss, reason, solve problems and make decisions.

Useful links

What to expect in the Early Years Foundation Stage: a guide for parents

Early years foundation stage statutory framework

Development Matters Non-statutory curriculum guidance for the early years foundation stage

Screens in the Earliest Years

Information for Parents/Carers

Dropping off and picking up

Children are welcome to arrive to school either through the gate on Love Road or the main school gates on Avondale Road and head to our EYFS playground.

Please say your goodbyes in the playground and encourage your child walk into class independently — this builds their confidence and helps them settle more quickly.

· Nursery children come in and leave through the side Nursery door.

· Reception children use the doors leading onto the EYFS playground.

Please aim to be on time — it sets your child up for a positive start and helps them feel secure in the day’s routine. Being late can feel unsettling for young children, especially if they’ve missed the welcome and morning instructions.

Staying for Lunch

Nursery

Children attending full days (both AM and PM sessions) should bring a packed lunch from home. There’s a small charge to cover lunchtime supervision – please speak to the main office staff to facilitate this.

Reception

Children can choose a hot school dinner, a “pick and mix” option, or bring a packed lunch from home. Lunch is selected each morning during registration.

All Reception children are entitled to a free school meal, but we still ask that families complete the Eligibility Checker in your welcome pack.

Lunch menus are always available on our website if you’d like to see what’s on offer.

What Happens in a Typical Day?

‘Hello’ Time

We start each session by warmly greeting the children. They self-register, choose their lunch, and do an emotional 'check-in' using the Zones of Regulation — a tool that helps them talk about how they’re feeling.

Together Time

These are short, whole-class learning sessions where we introduce or reinforce key skills or ideas. We might be reading a story, singing a rhyme, exploring numbers, or learning new words or vocabulary.

Exploring and Learning

This is the biggest part of our day! Children take the lead, choosing from a wide range of purposeful play activities:

· Child-Initiated Learning – Your child follows their own interests in an environment designed to support all areas of learning. We carefully observe and plan activities and continuous provision based on what we see, and areas children need to develop.

· Adult-Led Activities – Staff guide the activity to help children try something new or practise key skills.

· Adult-Focused Sessions – These are short, planned learning times for small groups or individuals, with specific learning goals.

Working in Partnership with You

We love sharing your child’s learning journey with you and believe that open, two-way communication is key. Here’s how we keep in touch:

· Tapestry – Our online learning journal. You’ll receive regular updates and photos of your child’s activities, and you can add your own too!

· Social Media & Website – Look out for updates, news, and important dates.

· Planned Chats – Let us know at drop off or collection if you would like a quick chat, staff will work with you in finding a suitable time e.g. staying behind for 5 minutes after school or a phone call.

· Parents’ Meetings – These take place each term, and we’ll let you know in advance the dates for these.

· Stay and Play Events – Join us for stories, activities, and a chance to spend time in the classroom with your child.

We know mornings can be a little busy as staff focus on settling and welcoming the children, so it’s not always possible to chat right away — but please don’t worry. We’ll make sure to give you a call or catch up with you as soon as we can.

Helping Your Child at Home

There are so many simple, everyday ways to support your child’s development at home. Here are just a few ideas taken from the Early Years Curriculum:

Personal, Social and Emotional Development

· Encourage turn-taking and sharing.

· Let your child make choices (e.g. what drink to have).

· Practise self-care skills like dressing, toileting, and using cutlery.

Communication, Language & Literacy

· Talk, talk, talk! Share nursery rhymes, songs, and conversations.

· Read stories together — let your child turn the pages and predict what happens next.

· Show them how writing is used (e.g. shopping lists, cards).

Physical Development

· Let them run, jump, climb, and balance outdoors.

· Try threading beads, cutting paper, or painting to build fine motor skills.

· Play ball games to support hand-eye coordination.

Maths

· Count steps, stairs, or items at home.

· Point out numbers and shapes in the environment.

· Sort and match items like socks or cutlery.

Understanding the World

· Explore nature, cook together, talk about the weather and seasons.

· Discuss daily routines and time (e.g. “after lunch,” “tomorrow,” “before bed”).

Expressive Arts & Design

· Let them draw, cut, stick, paint and make!

· Sing songs and rhymes together.

· Join in pretend play — it helps build imagination and language.

Supporting Reading and Writing

Reading

Books are a huge part of your child’s early learning. We encourage you to read every day and talk about what you read. Ask questions, share opinions, and let your child retell stories in their own words.

Your child will bring home books to enjoy with you. At first, they may only contain pictures — this helps them practise storytelling and understanding sequences before moving on to text.

Please return your child’s book and book bag daily so we can read together at school too and ensure their books are changed in line with their progress.

Writing

We celebrate all early mark-making! Encourage your child to draw, scribble, and attempt writing at home. Use lists, cards, and notes as opportunities.

Try to model writing in lowercase letters, except for names or the start of sentences — this helps avoid confusion as they learn to write independently.

Phonics

We follow the Little Wandle phonics scheme. Children take part in daily sessions where they learn the sounds that letters make and practise blending them into words. We’ll keep you updated as your child progresses so you can support at home too.

Snack and Milk

Children are offered toast in the morning to help them start the day well-fed and ready to learn. We also provide a healthy snack each day.

Milk is available every day free of charge, and water is always accessible.

Please let us know if your child has any allergies or dietary needs.

Toileting and Spare Clothes

By the time children start full-time school, we expect them to be confidently toilet trained — able to use the toilet, wipe, flush, and wash hands on their own. That said, accidents do still happen. It really helps if your child brings a full set of their own spare clothes in their bag each day for such incidents. Please ensure these are clearly named.

If your child is still learning to use the toilet or needs support, please speak to a member of staff. We’ll work with you to put an Intimate Handling Contract in place to make sure your child is cared for properly.

We also take part in lots of messy and sensory activities in the Foundation stage, so those spare clothes will come in super handy!

Clothing for All Weathers

We go outside every day, in all kinds of weather! Please make sure your child is dressed appropriately. That means:

· Wellies and coats for rainy days

· Sun hats and cream for sunny days

Attendance, Absence & Holidays

Holidays

By law, families are not entitled to take holidays during school time. If you need to request time off, please fill in a Request for Absence form at least 5 days beforehand. These are available from the school office.

Medical Appointments

Whenever possible, book appointments outside of school hours. If your child has to miss school for medical reasons, you must provide evidence (e.g. appointment card).

Evidence can be handed in at the school office or emailed to: admin@romanhill-pri.suffolk.sch.uk

Illness

If your child is unwell and won’t be in school, please call us before 8:45am on each day of absence. Call 01502 563161 and choose option 1. Be sure to give your child’s name, class, and the reason for their absence.

For minor illnesses like a cold, cough or tummy ache, children are often still well enough to attend school. If in doubt, give us a call and we’ll help you decide what’s best.

If you have any questions about attendance, please speak to our admin team, they are always happy to help.

Bringing things from home

We know how important toys, teddies, and comforters can be to young children, but we kindly ask that these special items stay at home — unless they’re part of an agreed care plan. It can be tricky to keep them safe during a busy school day, and we’d hate for anything precious to get lost or damaged.

Care Plans and Special Educational Needs

If your child has a medical condition or any special educational needs, we will need to create a care plan or learning plan in collaboration with you. It is vital that any reports, diagnosis’ or assessments are shared with school staff so that we can offer the best support for your child.

These plans ensure that all relevant staff are fully informed about your child’s needs and any medical support or specific interventions and support they may require.

Please feel free to come and speak with us about this. Alternatively, you can liaise with our SEND team via the following email address: a.taylor@romanhill-pri.suffolk.sch.uk

PE

In Early Years, we will be doing P.E every week – Your child will need bring their PE kit to school.

PE kit consists of a white t-shirt, black shorts/leggings and either plimsoles or trainers.

Earrings MUST be removed for PE, please ensure this is done before they come to school.

School Uniform

Logo items can be purchased from: Screens, Rant Score, Lowestoft, Suffolk, NR32 1TY Website: www.screensprinting.co.uk Telephone: 01502 581010

We also have a FREE uniform bank available within our main school office, which you are welcome to make use of.

Reception Children in Reception are expected to wear the full school uniform.

Nursery Children in Nursery are not required to wear the school uniform, although many families choose to as it helps protect their ‘home’ clothes and allows children to feel part of the Roman Hill family.

Important: All items of school clothing should be clearly marked with your child’s name.

School Uniform Requirements:

· Navy school sweatshirt with school logo or plain

· White polo t-shirt

· Dark trousers or shorts

· Summer clothing: Blue striped or checked dress or pinafore

· Sensible, hard-wearing shoes

When choosing school uniform, please consider any toileting challenges, such as buttons, zips, laces, and hooks, which can be difficult for children when they are in a hurry.

We allow tracksuit bottoms to be worn if children initially struggle with fastening, but this should only be a temporary solution while they develop these skills.

Jewellery: Jewellery and make-up are not permitted in school.

Behaviour Policy

At Roman Hill, we use the Star and Lightning display to help children understand and regulate their behaviour in school. Key points to remember:

· Every child starts the morning and afternoon on the sunshine.

· Children can move up or down the Sun or Lightning chart based on their behaviour.

· Moving up to the star earns positive consequences or rewards.

· Moving to the cloud or lightning will result in negative consequences.

· Not all children will move off the sunshine — and that is perfectly fine.

Consequences should be appropriate for both positive and negative behaviours, with natural or logical consequences that fit the situation. It is important that children understand that it is their behaviour that is inappropriate, not themselves.

Consequences must always be followed through to ensure children learn that what we say must be respected. We use the Star and Lightning display as a visual reminder of the consequences in place.

For further details, please read our full Behaviour Policy.

Zones of Regulation

At Roman Hill Primary, we use ‘The Zones of Regulation’ to help children understand and manage their feelings and emotions.

Feelings can be complicated. They come in different sizes, intensities, and energy levels, all unique to each person’s mind and body.

To make it easier for children to talk about, think about, and regulate their emotions, we use ‘The Zones of Regulation’. This system organizes feelings into four coloured Zones: Blue, Green, Yellow, and Red.

The simple, common language and visual structure of ‘The Zones of Regulation’ make the complex skill of emotional regulation more accessible for both children and those who support them.

You may start hearing your child say things like, “I’m feeling green” or “I feel a bit yellow now.”

If you’d like more information about this system, please don’t hesitate to speak with a member of staff, who will be happy to explain it further.