Early Years Foundation Stage

From September 2008, the Early Years Foundation Stage (EYFS) becomes mandatory for all OFSTED registered settings and schools caring for children under the age of 5. It brings together earlier statutory documents and guidance (Birth – 3 Matters, The Curriculum Guidance for the Foundation Stage and The National Daycare Standards) to create a single framework covering children from birth to the September following their 5th birthday (often the end of the reception year).


The EYFS builds upon the good practice included in previous frameworks, but for the first time explicitly recognises and celebrates a more holistic view of the child. The EYFS comprises four themes, that express four important principles which underpin effective practice in the care, development and learning of young children.

Theme

Principles

A Unique Child

Every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Positive Relationships

Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Enabling Environments

The environment plays a key role in supporting and extending children's development and learning.

Learning and Development

Children develop in different ways and at different rates and all areas of Learning and Development are equally important and inter-connected.


Each principle is supported by four commitments which describe how the principles can be put into practice.

A Unique Child

Positive Relationships

Enabling Environments

Learning and Development

Child Development

Respecting each other

Observation, planning and assessment

Play and exploration

Inclusive Practice

Parents as partners

Supporting every child

Active learning

Keeping Safe

Supporting learning

The learning environment

Creativity and critical thinking

Health and Well-being

Key person

The wider context

Areas of Learning and Development


(Further, detailed information can be obtained from the pre-school, or from

www.standards.dfes.gov.uk/eyfs )


Pitton Pre-school has long recognised the importance of all 16 of the above commitments, and the strength of our good practice has been recognised by both OFSTED and the Department for Children, Schools and Families (dcsf), who invited the pre-school to contribute to training materials which are being released nationally.

The EYFS emphasises that active learning through play and exploration is fundamental in children of this age, to help them develop. It also recognises the importance of creativity and critical thinking in helping children to make sense of their environment and discover new and better ways of doing things. This applies to all areas of the curriculum; number, sciences and an understanding of the world and language as well as those activities traditionally thought of as creative, such as the arts, dance and music.

The pre-school has developed a strong emphasis on creative skills and critical thinking, across the whole curriculum, encouraging children to explore and investigate, to observe and record, to take risks and to persist with their learning. We have been part of the 5x5x5 = Creativity initiative for the last three years, which supports children in developing creative relationships and creative dispositions, and where adults are able to research children researching the world.


The Early Learning Goals (ELGs), which were a feature of the Curriculum Guidance for the Foundation Stage, established expectations for most children to reach by the end of reception. These are still represented in the EYFS, under 'Areas of Learning and Development'. There are 6 areas of learning,

  • personal, social and emotional development;

  • communication, language and literacy;

  • problem solving, reasoning and numeracy;

  • knowledge and understanding of the world;

  • physical development;

  • creative development.

Each of these areas are broken down into stages. Each stage is typically associated with a particular age range; birth – 11 months, 8 – 20 months, 16 – 26 months, 22 – 36 months, 30 – 50 months, and 40 – 60+ months. There are clear overlaps in these stages recognising the wide variations in children's development. It is important to recognise that all children will progress at a different rate and sometimes in a different order.


The areas of learning often overlap and interlink. In any one activity children will often experience elements from several of the areas. The individual child centred planning that we adopt at pre-school aims to ensure that all children reach their potential. Most of our curriculum is centred on play-based activities. It is now well recognised that the formal approach of Key Stage 1 is not appropriate in the early years and that play is a key way in which young children learn with enjoyment and enthusiasm.

Through play, in a secure environment with effective adult support, children can:

  • explore, develop and represent learning experiences that help them make sense of the world;

  • practice and build up ideas, concepts and skills;

  • learn how to control impulses and understand the need for rules;

  • be alone, be alongside others or cooperate as they talk or rehearse their feelings;

  • take risks and make mistakes;

  • think creatively and imaginatively;

  • communicate with others as they investigate or solve problems;

  • express fears or relive anxious experiences in controlled and safe situations.

The role of the adult at pre-school is crucial in:

  • planning and resourcing a challenging environment;

  • supporting children’s learning through planned play activities;

  • extending and supporting children’s spontaneous play;

  • extending and developing children’s language and communication in their play.


The detailed, child centred planning at pre-school ensures that each child is fully supported in their development and that each adult is able to make a very positive contribution in developing and extending all children. We regularly review and evaluate our practice to ensure that it is always appropriate and meets the needs of all the children.