Early Years Foundation Stage curriculum (EYFS)

In our setting we use the Early Years Foundation Stage document which sends an unequivocal message underlining the importance of home and family working together with practitioners to lay the best possible foundations for life and learning. To this end we try to forge strong links and communication between our staff and all parents and carers.

The EYFS sets the standard for learning, development and care for all children under 5 years of age. The curriculum identifies four key principles which encourage the skills and competence of babies and young children.

The principles are:

A Unique Child - recognises that every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Positive Relationships - describes how children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person.

Enabling Environments - explains that the environment plays a key role in supporting and extending children’s developments and learning. The commitments are focussed around observation, assessment and planning; support for every child; the learning environment, and the wider context transitions, continuity and multi agency working.

Learning and Development - recognises that children develop and learn in different ways and at different rates, and that all areas of learning and development are equally important and inter-connected.

The curriculum divides children's learning and development into seven areas.

The Three Prime Areas

  1. Personal Social and Emotional Development
  2. Physical Development
  3. Communication and Language

The Four Specific Areas

  1. Literacy
  2. Mathematics
  3. Understanding the world
  4. Expressive arts and design

These areas of learning and development cannot be delivered in isolation. They are equally important and depend on each other to support a rounded approach to child development. All the areas are delivered through planned, purposeful play with a balance of adult led and child initiated activities.