Early Years Foundation Stage

Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up.
When parents choose to use early years services they want to know that provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance.
The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by:
  • setting the standards for the learning, development and care young children should experience when they are attending a setting outside their family home, ensuring that every child makes progress and that no child gets left behind;
  • providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability;
  • creating the framework for partnership working between parents and professionals, and between all the settings that the child attends;
  • improving the quality and consistency in the early years sector through a universal set of standards which apply to all settings, ending the distinction between care and learning in the existing frameworks, and providing the basis for the inspection and regulation regime;
  • laying a secure foundation for future learning through learning and development that is planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment.

There are 7 areas of learning and development, each with their own learning goals:

The Prime Areas:

Personal, Social and Emotional Development

  • Self-confidence and self-awareness
  • Managing feelings and behaviour
  • Making relationships-cooperative play, turn taking

Communication and Language:

  • Do the children develop skills of speaking and listening?
  • Can the children show understanding (‘how?’, ‘why?’)?
  • Are the children developing speaking skills?

Physical Development:

  • Moving and handling (good control and coordination)
  • Health and self-care (healthy diet, basic personal hygiene-dressing and toileting)

The Specific Areas:


  • Reading: read and understand simple sentences, using phonic knowledge
  • Writing: mark making, simple sentences


  • Numbers
  • Count to 20
  • One more or less
  • + – two single digit numbers
  • Problem solving, including double, halving, sharing
  • Shape, space and measure: size, weight, capacity, position, time, distance and money

Understanding the World

  • People and communities: past and present events in their own and their family’s life;
  • Similarities and differences amongst families, communities and traditions
  • The world: features of their own and others’ environment, observe plants and animals
  • Select and use technology

Expressive Arts and Design

  • Exploring and using media and materials: songs, music, dance: materials-colour, design, texture, form and function
  • Being imaginative: media and materials – uses and purpose; design, technology, art, music, dance, role-play and stories

Children are encouraged to play and explore, they are encouraged to become creative learners and thinkers. These simple yet crucial skills allow children to develop into confident and well-motivated learners.


Children are continuously assessed by Class Leaders who observe children learning through their play and carefully planned activities. We use these assessments to plan activities which focus on children’s individual learning needs.

We use 2 Simple 2 Build a Profile to record children’s observations and these are shared with parents routinely. Parents can also contribute their own observations from home using this system.