There are increasing numbers of children entering Early Years Foundation Stage (EYFS) settings for whom English is not the dominant language in the home. For growing numbers of settings, providing care and learning opportunities for children and families new to English, or at various stages of proficiency, is a new experience.
Practitioners in every setting want to ensure that their provision matches the development and learning needs of all their children. This advice and guidance booklet is drawn from existing good practice developed by practitioners working with babies, young children and their families. This guidance is set within the themes, principles and commitments of the EYFS and should be read in conjunction with the Principles into Practice cards.