The EYFS Curriculum.

We follow the Statutory Framework for the Early Years Foundation stage.  The latest version of this mandatory framework came into effect from 1st September 2021. These recent reforms help us improve outcomes for all children, especially disadvantaged children. They put early language at the heart of a broad, balanced curriculum. There is also an emphasis on how children can become increasingly independent in meeting their own needs and how to help them make healthy choices about food, drink, exercise and toothbrushing.

The framework states: “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.”

As providers, we work in partnership with parents and carers to promote the learning and development of all children. We take all steps to keep children safe and well, creating a high-quality setting which is welcoming, safe and stimulating. Children then feel able to enjoy their learning and grow in confidence.

The learning and development requirements cover:

·       Areas of learning and development.

·       The Early Learning Goals. (ELGs)

·       Assessment arrangements.

Areas of Learning and development:

The EYFS framework outlines seven areas of learning and development, all areas are important and inter-connected. Our experiences and activities for children are set out under each of the areas of learning.

There are three Prime areas of learning, which are particularly important for building a foundation for learning, forming relationships, and thriving:

 Communication and Language. 

The development of children’s spoken language underpins all seven areas of learning and development. Provision of a language-rich environment is vital, helping children become comfortable with language structures and the use of a wide vocabulary. Reading to children, interactive stories, rhymes and poems all provide extensive opportunities to use and embed new words in a variety of contexts, giving children the opportunity to thrive in this important area.

 Physical development.

Ultimately, physical activity enables children to pursue happy, healthy and active lives. Gross and fine motor experiences should be provided both indoors and outside through sensory exploration, games and play. This helps develop core strength, coordination, balance, agility, and spatial awareness. Development of fine motor skills and precision helps with hand to eye coordination, which is linked to early literacy.

 Personal, social and emotional development.

This is a crucial area of development and promotes children leading healthy, happy lives. Strong, supportive relationships with adults enable children to learn how to manage emotions, develop a positive sense of self, improve confidence and understand their own feelings and those of others. Through interactions with their peers, children learn how to make good friendships, cooperate and resolve conflicts peaceably.  Through adult modelling, children will learn how to look after their bodies, including healthy eating, and manage personal needs with increasing independence.

 There are also four Specific areas of learning, through which the prime areas are strengthened and applied:

Literacy. 

It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension starts early (at birth) and develops when adults talk to children about the world around them, the books they read together and the rhymes, poems and songs they enjoy and experience. Skilled word reading, spelling and handwriting and composition all comes later, but is underpinned by these earlier skills.

 Mathematics.

To excel mathematically, a strong grounding in number is essential. Children should be able to count confidently and develop an understanding of numbers to 10. It is important that skills include opportunities for children to develop their knowledge across all areas of mathematics including shape, space and measure. Building confidence to ‘have a go’ at problem-solving, spotting connections and looking for patterns in number are all positive as children talk to adults about what they notice and are interested in.

 Understanding the world.

This involves guiding children to make sense of their physical world and community. The range of children’s personal experiences increases their knowledge and sense of the world around them.  By listening to a broad range of stories, non-fiction books and rhymes, children will foster an interest in and begin to understand our diverse world, individuals and varied ways of living. By striving to widen vocabulary, we also positively support later reading comprehension.

 Expressive arts and design.

Children’s imagination and creativity is supported by the development of their artistic and cultural awareness. It is important that children explore a wide range of media and materials whilst engaging with the arts, playing and creating. The frequency and depth of their experiences is fundamental to their progress in appreciating and interpreting what they see, observe and react to.

 We refer to the ‘Development Matters’ and ‘Birth to 5 Matters’ guidance documents to support our delivery of the EYFS and to help ensure we meet the learning and development requirements. We also use your child’s interests and needs to help us plan challenging, enjoyable and stimulating activities and experiences.

The EYFS framework identifies the essential role of play in your child’s development. Through child-led play and play guided by an adult, children will develop confidence, set their own goals, solve problems, and build important relationships with others. We reflect on the different rates at which children are developing and adjust our practice and planning appropriately.

Three Characteristics of Effective Teaching and Learning are:

Playing and exploring.                

This is how children investigate, experience things and ‘have a go’.

Active learning.

Children concentrate and keep on trying if they encounter difficulties and enjoy achievements.

 Creating and thinking critically.

Children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

The Early Learning Goals (ELGs):

The level of development children should be expected to have attained by the end of the EYFS is defined by the early learning goals (ELGs). The ELGs should support teachers to make a holistic, best-fit judgement about a child’s development, and their readiness for Year 1.

Assessment arrangements:

Assessment plays an important part in helping parents, carers and other practitioners recognise children’s progress, understand their needs and to plan activities and support. Ongoing assessment (otherwise known as formative assessment) is an integral part of the learning and development process. Parents and carers are kept up-to-date with their child’s progress and development. We discuss any learning and development needs in partnership with parents and carers and any relevant professionals.

Progress Check at age two:

When a child is between two and three, we review their progress and provide a short, written report of development in the Prime areas. This summary identifies any areas of strength or areas where progress is less than expected for that individual. If there are significant concerns, or an identified Special Educational Need or Disability, we will work with parents, carers and families to develop a targeted support plan, involving other professionals as necessary. We will encourage parents and carers to share information contained within our report with other relevant professionals, such as a health visitor or family support keyworker.

** We have referred to and taken extracts from the following publications within the text above: ‘Statutory framework for the Early Years foundation stage.’ (DfE. September 2021); ‘Birth to 5 Matters’ (EE. 2021) and ‘Development Matters.’ (DfE. 2021.)