The Early Years Foundation Stage (EYFS)

The provision for children’s development and learning is guided by the EYFS and the four principles.

A Unique Child

Every child is a unique child who is constantly learning and can be resilient, capable, confident and self assured

Positive Relationships

Children learn to be strong and independent through positive relationships

Enabling Environments

Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners, parents and carers.

Learning and Development

Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early year’s provision including children with special educational needs and disabilities.

Children start to learn about the world around them from the moment they are born. The care and education offered by our setting helps children to continue to do this by providing all of the children with interesting activities that are appropriate for their age and stage of development.

For each area, the level of progress that children are expected to have attained by the end of the Early Years Foundation Stage is defined by the Early Learning Goals. These goals state what is expected that children will know, and be able to do, by the end of the reception year of their education.

The Development Matters guidance sets out the likely stages of progress a child makes along their learning journey towards the Early Learning Goals. Our setting has regard to these matters when we assess children and plan for their learning.

Prime Areas

  • Personal, Social and Emotional Development
    • Making relationships
    • Self confidence and self aware
    • Managing feelings and behaviour
  • Physical Development
    • Moving and Handling
    • Health and Safe care
  • Communication and Language
    • Listening and Attention
    • Understanding
    • Speaking

Specific Areas

  • Literacy
    • Reading
    • Writing
  • Mathematics
    • Numbers
    • Shapes, space and measure
  • Understanding the World
    • People and Communities
    • The World
    • Technology
  • Expressive Arts and Design
    • Exploring and Using Media and Materials
    • Being Imaginative

Learning through play

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children learn to think. Our setting uses the Development Matters in the Early Years Foundation Stage guidance to plan and provide a range of play activities, which help children to make progress in each of the areas of learning and development. In some of these activities, children decide how they will use the activity and, in others, an adult takes the lead in helping the children to take part in the activity.

The progress check at two

The Early Years Foundation Stage requires that we supply parents and carers with a short written summary of their child’s development in the three prime areas of learning and development; personal, social and emotional development; physical development; and communication and language; when a child is aged between 24-36 months. The key person is responsible for completing the check using information from ongoing observational assessments carried out as part of our everyday practice, taking account of the views and contributions of parents and other professionals. This two year check is shared with the parent at an informal meeting.

Records of achievement and assessment

We assess how young children are learning and developing by observing them frequently. We use information that we gain from observations of the children, to document their progress and where this may be leading them  into what we call ‘next steps. We use this information to implement our planning of activities for the classroom. We believe that parents know their children best and we ask them to contribute to assessment by sharing information about what their children like to do at home and how they, as parent, are supporting development. Therefore, your child’s key person will work in partnership with you to keep a record of these achievements. To do this you and she/he will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress. This progress is shared with parents on a termly basis in an informal chat.