Early Years Foundation Stage 

The Early Years Foundation Stage is the statutory framework for early years education in England. The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All Ofsted- registered early years providers must follow the EYFS. The EYFS framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children. Within the EYFS there are 7 areas of learning; 3 Prime areas - Personal, Social and Emotional Development, Communication and Language and Physical Development; and 4 Specific areas - Literacy, Mathematics, Understanding the World and Expressive Arts and Design.

EYFS Progress Check at age two

The progress check has been introduced to enable earlier identification of development needs so that any additional support can be put into place as early as possible. The EYFS Framework does not require the progress check to be completed in a prescribed or standard format. It only specifies that information about a child’s development should be provided to parents in the prime areas of learning and development of the EYFS: personal, social and emotional development; physical development; and communication and language.

The Four Guiding Principles

Four guiding principles should shape practice in early years settings. These are:

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

  • children learn to be strong and independent through positive relationships

  • children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.

  • importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).

The Characteristics of Effective Learning and Teaching

In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are:

  • playing and exploring – children investigate and 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