EYFS for parents
What to expect, when? is a simple guide which takes parents through the expectations of each age band in the EYFS and how they can support their children’s learning and development.
4Children published a non-statutory document, developed with parents for parents providing an overview of the EYFS Framework 2012.
It illustrates how parents can support their child during their foundation years. Settings can add further information in the blank boxes provided to give parents more detail about the implementation of the EYFS in their setting. It is the intention that all settings should share this guidance with parents. You can access, tailor and share the document with parents electronically but also as a downloadable printed copy. There is an accompanying user guide taking you through the process of editing the Parents’ Guide.
As Montessorians enter the second century of their work with children in the UK, the principles identified by Dr Maria Montessori continue to underpin the work of our schools. The EYFS expresses these principles in terms with which Montessorians are very familiar and to support practitioners they have produced a guide to the EYFS.
The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are implicitly embedded in the 2014 EYFS. This document contains examples to demonstrate what this means in practice.
The EYFS Statutory Framework sets the staff:child ratios for all early years providers and childminders. These FAQs are based on advice from the Department for Education. We hope childminders find them helpful when making their own professional judgements, alongside the requirements in EYFS. Please note that these do not replace or change the staff:child ratio requirements in the EYFS which remain the same.
The revised EYFS gives an opportunity for leaders, managers and practitioners to reflect on current systems, routines and everyday practice. This document highlights the importance of the learning environment.
This guidance invites all practitioners to reflect on the quality of their provision for children of Black African and Black Caribbean heritage or any mixed Black background. Set within the themes and principles of the EYFS, this publication is one of a set of EYFS materials giving additional guidance on inclusion. By challenging attitudes and asking sometimes difficult questions we aim to encourage practitioners to give due regard to the specific backgrounds and circumstances of all their children, thereby improving the quality of their experiences.
Building Futures, Developing Trust: A focus on provision for children from Gypsy, Roma and Traveller families in the EYFS
This guidance invites practitioners across the whole range of EYFS settings to reflect on the quality of their provision for Gypsy, Roma and Traveller children and their families. It is set within the context of the themes, principles and commitments of EYFS and adds to the guidance on inclusive practice contained within the statutory framework and the practice guidance.
Data from the Foundation Stage Profile, 2004–2006, suggests that boys are achieving less well than girls across all areas of learning and that more girls are working securely within the early-learning goals than boys. These early gender differences in achievement reflect a pattern that can continue into Key Stage 4.
Using the four principles of the EYFS as a framework, the booklet provides examples of effective practice, encouraging practitioners to reflect on the quality of their provision, ask questions and find solutions. The booklet draws on the experience and expertise of early years’ practitioners who are currently actively engaged in exploring what works best for boys.
Local authorities have a statutory duty to provide information, advice and training to their Early Years workforce, and Early Years consultants should be at the forefront of delivering this. They are key players in ensuring that a local authority’s quality improvement strategy is implemented in all settings in a way that impacts on the lives of children and their families, offering measured support in inverse proportion to success.
This requires strong leadership and partnerships with settings across the maintained and private, voluntary and independent sectors, as well as with other children’s services providers.
This handbook offers some tools and information which Early Years consultants will find useful in carrying out this important role.
This guidance is intended to help practitioners plan to meet the diverse needs of all children.
This literature review provided part of an evidence-base to inform the Tickell Review.
This handbook is part of a package of materials designed to promote the development of good practice among leaders and managers in ensuring that all children make good progress throughout the EYFS. It is intended as guidance for leaders and managers to reflect on how best to review children’s learning and development in line with the principles of the EYFS framework. The intended audience includes headteachers, EYFS coordinators, assessment coordinators, and leaders and managers in all early years settings.
Finding and Exploring Young Children’s Fascinations: strengthening the quality of gifted and talented provision in the early years
Guidance draws on current research evidence and practitioner case studies to explore how each child’s unique strengths, interests, aptitudes and passions can be recognised, celebrated and nurtured in the EYFS.
The purpose of the guidance materials in the Early Years Quality Improvement Support Programme is to provide local authority early years consultants and leaders of early years settings with tools to support continuous quality improvement in line with the principles of the EYFS Framework. They also draw on the Ofsted self evaluation form and the National Quality Improvement Network’s principles.
Early Communication, Language and Literacy development: audit tool to support improvements in learning and teaching of early Communication, Language and Literacy
Drawn from the EYFS and Communicating Matters and covers all aspects of learning in Communication, Language and Literacy. It reflects the principles of the Key Elements of Effective Practice since its use encourages practitioners to develop, demonstrate and continuously improve their practice and provision in order to improve outcomes for children. It is designed to be completed by headteachers, leaders and managers in collaboration with those responsible for early literacy in the school or setting, drawing on the experience of practitioners as appropriate. The process will help to review current practice and will also provide valuable information and evidence when undertaking self-evaluation.
EYFS card summarising the important aspects of child development in each of the six stages of EYFS. A summary of child activity is provided for each of the six broad developmental phases: birth to 11 months, 8–20 months, 16–26 months, 22–36 months, 30–50 months and 40–60+ months.
The Steiner Waldorf approach is founded on the work of the Austrian philosopher and educationalist Rudolf Steiner, who wished to create a form of education which would help pupils achieve clarity of thought, sensitivity of feeling and strength of will. This booklet gives the Steiner view on how the EYFS learning and development principles and goals might be addressed within the Steiner Waldorf early childhood curriculum, and guides the reader through each section covering the principles, practice and learning and development requirements.
This guidance considers the best approaches to play and learning for young children and clarifies the role of adults who support and enhance young children’s learning. This publication reflects the guidance contained within the EYFS materials and the EYFS Profile Handbook.
As well as demonstrating how pedagogy, provision and assessment are interwoven, it aims to help practitioners understand how evidence about children’s attainment can be drawn from a wide range of contexts including child-initiated and adult-led activities, particularly clarifying how this supports completion of the EYFSP in reception.
The target audience for this guidance is primarily Early Years Consultants, but it is also relevant to School Improvement Partners and leaders/managers of Early Years settings (including headteachers, EYFS coordinators and leading practitioners).
Practice guidance for setting the standards for learning, development and care for children from 0–5 years. Provides guidance for practitioners on meeting the requirements of the EYFS framework. Aims to provide useful advice and detailed information on supporting children’s learning and development and welfare.
There are increasing numbers of children entering 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.
This Inclusion Development Programme document focuses on children on the autism spectrum. It is relevant to all practitioners, teachers, managers and leaders working within the EYFS, with children from birth to the age of five. Whatever your role, you are encouraged to reflect on how you can apply the strategies described in these materials to the work you do in your setting.
This booklet is a resource for practitioners in Early Years settings who will have varying experience of supporting children with behavioural, emotional and social difficulties.
The focus of this Early Years section of the Inclusion Development Programme (IDP) is supporting children with speech, language and communication needs. It is relevant to all practitioners, teachers, managers and leaders working within the EYFS, with children from birth to the age of five.
This booklet should be used in a group with colleagues to form the basis of continuous professional development (CPD) sessions. This resource will help improve provision for all children, and will particularly support in developing more inclusive practice, especially for children with speech, language and communication needs.
EYFS poster sets out the principles and gives an overview of the EYFS.
Early Childhood Education for Sustainability
Education for sustainability is an important aspect of early childhood education. It involves three pillars to be viewed together, and not in isolation: economic, environmental and social-cultural sustainability. Liverpool John Moores University have developed innovative resources for the early years sector in support of the contribution to Early Childhood Education for Sustainability. These are in line with the principles and commitments of the EYFS to support early childhood education in environmental sustainability. The resources help settings with the challenges they face when trying to integrate environmental sustainable practices and learning opportunities.