Early Years Foundation Stage

What to expect in the Early Years Foundation Stage

https://foundationyears.org.uk/wp-content/uploads/2021/09/What-to-expect-in-the-EYFS-complete-FINAL-16.09-compressed.pdf


https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf

This page is being updated, for more information on the Early Years Foundation stage, please click on the links.

Progress check at age two When a child is aged between two and three, practitioners review their progress, and provide parents/carers with a short written summary of their child’s development in the prime areas. This progress check identifies the child’s strengths, and any areas where progress is less than expected. If there are significant emerging concerns, or an identified special educational need or disability, practitioners develop a targeted plan to support the child’s future learning and development involving other professionals (for example, Special Educational Needs Co-ordinator) as appropriate.

Practitioners consider the individual needs, interests, and stage of development of each child in their care, they use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development. the youngest children are expected to focus strongly on the three prime areas, which are the basis for successful learning in the other four specific areas. The three prime areas reflect the key skills and capacities all children need to develop and learn effectively, and become ready for school. It is expected that the balance will shift towards a more equal focus on all areas of learning as children grow in confidence and ability within the three prime areas. But throughout the early years, if a child’s progress in any prime area gives cause for concern, we will discuss this with you the parents / carers and agree to support the child. We consider whether a child may have a special educational need or disability which requires specialist support. We also link with, and help families to access, relevant services from other agencies as appropriate.

For children whose home language is not English, we take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1 in school.

Each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Play is essential for children’s 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. There is an on going judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction.


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