Early Years Foundation Stage

'Outcomes for children in the Early Years Foundation Stage are outstanding. The children are thoroughly involved in their learning, relate extremely well to adults and their peers and they show high levels of independence and persistence. The quality of provision is outstanding. The environment is very well organised and provides the children with exciting opportunities for learning both inside and outside the classroom. The teaching motivates the children so that they make rapid progress. Their progress is very carefully and regularly assessed and their welfare is rigorously monitored. Leadership and management are outstanding.' (Ofsted March 2009)

  • Children learn through active, purposeful play – with people, objects, ideas and events that engage and involve them.
  • They benefit from a balance of adult-led and child-initiated activities.
  • The Early Years Foundation Stage covers the first five years of a child’s development from 0-60 months.
  • The focus is on learning through play.
  • At the heart of the EYFS is the principle that young children need to play in order to have fun, make friends and to begin to learn and understand about the world around them.
  • Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.
  • The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes;

1)Enjoy and Achieve
2)Be Healthy
3)Stay Safe
4)Achieve Economic Well Being
5)Make a Positive Contribution
 

When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning.
The play based learning in the EYFS is based on the child’s interests and you are key to it’s success.

Areas of learning in EYFS

The prime areas of learning:

  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional development

The specific areas of learning:

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive Arts and Design

Assessment

The EYFS Profile is a way of summing up each child’s development and learning achievements at the end of the EYFS. It is based on ongoing observation and assessments in all areas of Learning and Development.

A completed EYFS Profile consists of 20 items of information: the attainment of each child assessed in relation to the 17 ELG descriptors, together with a short narrative describing the child’s three learning characteristics.

The learning characteristics

  • playing and exploring
  • active learning
  • creating and thinking critically

Assessments will be based primarily on observation of daily activities and events.

As partners working with your child’s teachers you can add to the learning journeys.

The Learning Environment

There is a seamless link between the indoor and outdoor learning environment which children access all day and in all weathers!

  • In the EYFS children’s natural, exploratory drive is developed through their self-directed play.
  • A child initiated (self initiated) activity is an activity wholly decided on by the child itself and is the result of an intrinsic motivation to explore a project, or express an idea.
  • The learning environment is organised in such a way that children can find and access resources for themselves. This promotes independence and responsibility.
  • We ensure that there is a balance of adult-led and freely chosen or child-initiated activities, delivered through indoor and outdoor play”
  • Outdoors, children can have the freedom to explore different ways of ‘being', feeling, behaving and interacting; they have space - physical, mental and emotional. They may feel less controlled by adults and are able to learn in the way that comes naturally to them - through play.
  • Outdoor learning has equal value to indoor learning
  • Outdoor learning has a positive impact on children's well-being and development
  • Before the children move from the Foundation Stage into KS1 the teaching staff meet to discuss each individual child’s progress.
  • The child’s present teacher informs the future teacher of his/her level of ability, special educational needs and any other information relevant to the well being and development of the individual child.
  • Year 1 teachers are therefore aware of all the children’s achievements and can implement the next steps of their learning
  • The Y1 curriculum builds on and extends the experiences children have had during the foundation stage.

Files to Download