New to the Early Years Foundation Stage (EYFS): An Overview

Introduction: Navigating the EYFS Landscape

Imagine shaping 1.4 million young minds in England. That’s the reality for Early Years professionals like you. Your role is crucial, impactful, and ever-evolving.

The Early Years Foundation Stage (EYFS) is your compass. It guides practice, ensures quality, and promotes child development from birth to five years old. Recent updates have refined this framework, making it more relevant than ever.

Why is understanding the EYFS important?

As an Early Years professional, staying informed is essential. This article offers:

• Deep insights into the seven areas of learning
• Practical tips for implementing EYFS principles
• Confidence in applying the latest guidelines

What You’ll Discover

This comprehensive guide covers:

• The four guiding principles of EYFS
• Detailed breakdown of learning areas
• Assessment strategies and safeguarding requirements
• Comparisons with frameworks across the UK

Enhancing Your Practice

By the end of this article, you’ll have:

• A refreshed understanding of EYFS
• New ideas for your setting
• Greater confidence in your professional role

The Department for Education (2024) states, “The EYFS seeks to provide quality and consistency in all Early Years settings.” This article will help you deliver just that. Dive in, reflect, and improve your practice.

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What is the Early Years Foundation Stage (EYFS)?

The Early Years Foundation Stage (EYFS) is the bedrock of early childhood education in England. It’s a comprehensive framework that shapes the learning, development, and care of children from birth to five years old.

Definition and Purpose

The EYFS sets the standards for Early Years providers. Its purpose is:

• Ensure quality and consistency in Early Years settings
• Provide a secure foundation for every child’s learning journey
• Foster partnership between practitioners and parents
• Equality of opportunity and anti-discriminatory practice, ensuring that every
  child is included and supported.

As stated in the Statutory Framework for the Early Years Foundation Stage, “The EYFS seeks to provide quality and consistency in all Early Years settings, so that every child makes good progress and no child gets left behind” (Department for Education [DfE], 2024, p. 7).

Legal Basis and Statutory Requirements

The EYFS is not optional. It’s a legal requirement enshrined in the Childcare Act 2006. This act gives the framework its statutory footing, making it mandatory for all early years providers.

Key statutory requirements include:

• Implementing the seven areas of learning and development
• Conducting ongoing assessments, including the progress check at age two
• Meeting specific safeguarding and welfare requirements

Who Must Follow the EYFS?

The EYFS applies to a wide range of Early Years settings. These include:

• Nurseries and pre-schools
• Reception classes in schools
• Childminders
• After-school and holiday clubs for children up to five years old

Practical Tip: If you’re unsure whether your setting falls under EYFS requirements, check your Ofsted registration. All providers on the Early Years Register must follow the EYFS.

Implementing EYFS in Your Setting

To effectively implement the EYFS in your setting:

1. Know the framework inside out: Familiarise yourself with the Statutory Framework document. It’s your go-to guide.
2. Plan with purpose: Align your activities with the seven areas of learning. Each activity should have a clear developmental aim.
3. Observe and assess: Regular observations help you track each child’s progress. Use these to inform your planning.
4. Create an enabling environment: Set up your space to encourage exploration and independent learning.
5. Engage parents: Share children’s progress regularly. Encourage parents to continue learning at home.

Remember, the EYFS is not a curriculum to be delivered, but a framework to guide your practice. As noted by Early Education (2024), “The EYFS is about how children learn, as well as what they learn. Children need opportunities to develop their own play and independent exploration” (p. 3).

By understanding and effectively implementing the EYFS, you’re laying the foundations for children’s lifelong learning. Your role is crucial in shaping the next generation’s early experiences and setting them up for future success.

The Four Guiding Principles of EYFS

The EYFS framework is built upon four guiding principles. These principles shape how Early Years professionals approach their work with young children. They are the cornerstones of effective practice in Early Years settings.

A Unique Child

Every child is a unique individual. They have their own ways of learning, developing, and interacting with the world. The EYFS recognises this diversity and encourages practitioners to:

• Celebrate each child’s individuality
• Understand and respond to children’s varying needs
• Support children to develop resilience and self-assurance

As stated in the EYFS statutory framework, “Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured” (DfE, 2024, p. 7).

Practical Tip: Create ‘All About Me’ books with each child. These can include their likes, dislikes, and special talents. Use these to inform your planning and to help children feel valued.

Positive Relationships

Children thrive when they have strong, positive relationships with the adults in their lives. This principle emphasises:

• Building warm and supportive relationships with children
• Fostering strong partnerships with parents and carers
• Encouraging children to form positive relationships with peers

Research by Siraj-Blatchford et al. (2002) highlights the importance of these relationships, stating that “where staff showed warmth and were responsive to children’s individual needs…children made better all-round progress” (p. 48).

Enabling Environments

The environment plays a crucial role in supporting and extending children’s development. An enabling environment:

• Offers stimulating resources relevant to all the children’s cultures and communities
• Supports children’s learning across all areas
• Is safe and secure, yet challenging

The EYFS framework emphasises that “children learn and develop well in enabling environments with teaching and support from adults” (DfE, 2024, p. 7).

Learning and Development

This principle recognises that children develop and learn in different ways and at different rates. It focuses on:

• Understanding the ways in which children learn
• Providing challenging and enjoyable experiences across all areas of learning
• Supporting children to develop their skills and capacity for learning

The EYFS framework states that “practitioners must consider the individual needs, interests, and stage of development of each child in their care” (DfE, 2021, p. 16).

Practical Tip: Use observation and assessment to identify each child’s interests and learning styles. Use this information to create personalised learning experiences that challenge and engage each child.

By embracing these four principles, Early Years professionals create an environment where children feel secure, valued, and ready to learn. They provide the foundation for high-quality Early Years practice, ensuring that every child has the opportunity to reach their full potential.

Remember, these principles are interconnected. A unique child thrives in an enabling environment, supported by positive relationships, leading to effective learning and development. As an Early Years professional, your role is to bring these principles to life in your setting, creating a rich and nurturing environment where every child can flourish.

The Seven Areas of Learning and Development in EYFS

The EYFS framework outlines seven areas of learning and development. These areas are divided into Prime Areas and Specific Areas, each crucial for children’s holistic development.

Prime Areas

The Prime Areas are fundamental, work together, and support development in all other areas.

1. Communication and Language

This area focuses on giving children opportunities to experience a rich language environment, develop their confidence and skills in expressing themselves, and speak and listen in a range of situations.

• Listening, Attention and Understanding: Children learn to listen attentively and respond to what they hear with relevant questions, comments and actions.
• Speaking: They learn to express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses.

2. Physical Development

Physical development involves providing opportunities for young children to be active and interactive, developing their coordination, control, and movement.

• Gross Motor Skills: Children learn to negotiate space and obstacles safely, with consideration for themselves and others.
• Fine Motor Skills: They develop their small motor skills, learning to use a range of tools competently.

3. Personal, Social and Emotional Development

This area involves helping children to develop a positive sense of themselves and others, form positive relationships, develop social skills and learn how to manage their feelings.

• Self-Regulation: Children learn to show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.
• Managing Self: They develop confidence in their own abilities and learn to manage their own basic hygiene and personal needs.
• Building Relationships: Children learn to work and play cooperatively and form positive attachments to adults and friendships with peers.

Practical Tip: Create a ‘feelings corner’ in your setting with mirrors, emotion cards, and calming resources. This supports children in recognising and managing their emotions.

Specific Areas

The Specific Areas include essential skills and knowledge for children to participate successfully in society.

4. Literacy

Literacy development involves encouraging children to link sounds and letters and to begin to read and write.

• Comprehension: Children learn to demonstrate understanding of what has been read to them by retelling stories and narratives using their own words.
• Word Reading: They learn to say a sound for each letter in the alphabet and at least 10 digraphs.
• Writing: Children write recognisable letters, most of which are correctly formed, and spell words by identifying sounds in them.

5. Mathematics

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems, and describing shapes, spaces, and measures.

• Number: Children have a deep understanding of number to 10, including the composition of each number.
• Numerical Patterns: They verbally count beyond 20, recognising the pattern of the counting system.

6. Understanding the World

This area involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

• Past and Present: Children talk about the lives of the people around them and their roles in society.
• People, Culture and Communities: They describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
• The Natural World: Children explore the natural world around them, making observations and drawing pictures of animals and plants.

7. Expressive Arts and Design

This area involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

• Creating with Materials: Children safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
• Being Imaginative and Expressive: They invent, adapt and recount narratives and stories with peers and their teacher.

Practical Tip: Create an ‘investigation station’ with natural materials, magnifying glasses, and drawing materials. This supports learning across multiple areas, particularly Understanding the World and Expressive Arts and Design.

As noted by Moylett (2014), “The prime and specific areas of learning are interconnected. This is crucial to understand both for practitioners supporting children’s learning and development and for parents and carers” (p. 23). By providing rich, varied experiences across all seven areas, Early Years professionals ensure children develop holistically, laying a strong foundation for future learning.
Read our in-depth article on The 7 Areas of Learning EYFS here.

Practical Tip: Create a planning board that links activities to specific educational programmes. This visual aid helps ensure a balanced curriculum and can be shared with parents to demonstrate the learning taking place.

Introduction to Early Learning Goals (ELGs)

ELGs define the level of development children are expected to have attained by the end of the EYFS (end of Reception year). They are not used as a curriculum or in any way to limit the wide variety of rich experiences crucial to child development.

There are 17 ELGs across the seven areas of learning:

• Communication and Language: 3 ELGs
• Physical Development: 2 ELGs
• Personal, Social and Emotional Development: 3 ELGs
• Literacy: 3 ELGs
• Mathematics: 2 ELGs
• Understanding the World: 3 ELGs
• Expressive Arts and Design: 2 ELGs

For example, one of the ELGs for Mathematics (Number) states: “Have a deep understanding of number to 10, including the composition of each number” (DfE, 2024, p. 14).

It’s crucial to understand that ELGs are not a ‘tick list’ for everyday assessment. As noted by Early Education (2021), “The ELGs should not be used as a curriculum. They should be used as an assessment tool at the end of the Reception year” (p. 6).

Practical Tip: Create a ‘learning journey’ for each child, documenting their progress towards the ELGs through observations, photos, and children’s work. This provides a holistic view of each child’s development and supports your end-of-year assessments.

Remember, while the ELGs provide a useful framework, each child develops at their own pace. Your role as an Early Years professional is to support and challenge each child appropriately, ensuring they make progress from their starting points.

By understanding both the educational programmes and the ELGs, you can create a rich, stimulating environment that supports children’s learning and development across all areas, preparing them well for their next stage of education.
Read our in-depth article on Early learning Goals here.

EYFS Assessment

Assessment in the EYFS is an ongoing process that informs planning and helps practitioners understand children’s development. It encompasses several key elements, from daily observations to formal checks.

Ongoing Assessment

Ongoing assessment, also known as formative assessment, is at the heart of effective Early Years practice. It involves:

• Observing children as they play and learn
• Analysing these observations to understand children’s progress
• Using this information to plan next steps

As stated in the EYFS framework, “Assessment should not involve long breaks from interaction with children or require excessive paperwork” (DfE, 2024, p. 19). The focus is on knowing and understanding each child’s development, not on producing written evidence.

Practical Tip: Use a simple observation format that captures the child’s learning, your analysis, and next steps. This could be a notes app on a tablet or a paper-based system. The key is to make it quick and easy to use during your interactions with children.

Progress Check at Age Two

The two-year check is a statutory assessment carried out when a child is between 24 and 36 months old. It focuses on the prime areas of learning:

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

This check aims to identify strengths and any areas where progress is less than expected. It’s an opportunity to discuss the child’s development with parents and provide strategies to support learning at home.

Reception Baseline Assessment (RBA)

The RBA is a short assessment taken in the first six weeks of a child starting reception. It focuses on:

• Early mathematics skills
• Early literacy, communication and language skills

The purpose of the RBA is to form the starting point for cohort-level school progress measures. As noted by the Standards and Testing Agency (2020), “It is not used to track individual pupil progress or to label children in any way” (p. 4).

Early Years Foundation Stage Profile (EYFSP)

The EYFSP is completed in the final term of the year when a child reaches age five. It provides:

• A well-rounded picture of a child’s knowledge, understanding and abilities
• Their progress against expected levels
• Their readiness for Year 1

The EYFSP assesses the child against the 17 Early Learning Goals, stating whether they are:

• Meeting expected levels of development
• Not yet reaching expected levels (’emerging’)

As Brooker et al. (2010) note, “The EYFS Profile provides Year 1 teachers with reliable and accurate information about each child’s level of development as they reach the end of the EYFS, enabling the teacher to plan an effective, responsive and appropriate curriculum” (p. 54).

Practical Tip: Throughout the year, maintain a ‘learning journey’ for each child. Include observations, photos, and examples of work across all areas of learning. This will provide a rich source of evidence when completing the EYFSP and support discussions with parents and Year 1 teachers.

Remember, assessment in the EYFS is not about testing children or creating unnecessary paperwork. It’s about understanding each child’s development, celebrating their achievements, and planning for their next steps. By embedding assessment into your daily practice, you’ll gain a deep understanding of each child’s progress and be well-equipped to support their learning and development.

Safeguarding and Welfare Requirements

The EYFS framework places a strong emphasis on safeguarding and promoting children’s welfare. These requirements are designed to help create high-quality settings which are welcoming, safe and stimulating, where children can grow in confidence and fulfil their potential.

Key Safeguarding Policies and Procedures

Every Early Years setting must have robust safeguarding policies and procedures in place. These include:

• A child protection policy
• Procedures for responding to and reporting concerns
• A named practitioner responsible for safeguarding

The EYFS statutory framework states, “All practitioners must be alert to any issues of concern in the child’s life at home or elsewhere.” (DfE, 2021, p. 22). This highlights the importance of vigilance and prompt action when concerns arise.

Practical Tip: Create a safeguarding ‘quick reference’ guide for all staff. Include key signs of abuse, reporting procedures, and important contact numbers. Display this prominently in your setting for easy access.

Staff Qualifications, Training and Support

The quality of staff is crucial in Early Years settings. The EYFS framework sets out specific requirements:

• Managers must hold at least a full and relevant level 3 qualification
• At least half of all other staff must hold at least a full and relevant level 2 qualification
• All staff must receive induction training including emergency evacuation procedures, safeguarding, and health and safety issues

Regular supervision and ongoing professional development are also essential. As noted by Nutbrown (2012), “High quality early education and care is dependent on high quality staff” (p. 3).

Staff-to-Child Ratios

The EYFS framework specifies minimum staff-to-child ratios to ensure children are adequately supervised and have sufficient individual attention:

• For children under 2: 1:3
• For children aged 2: 1:4
• For children aged 3 and over: 1:8 (or 1:13 if led by a qualified teacher)

These ratios are crucial for children’s safety and to ensure quality interactions. As stated by Siraj-Blatchford et al. (2002), “More favourable ratios of trained staff to children were consistently associated with better cognitive outcomes for children” (p. 24).

Health and Safety Requirements

Health and safety in Early Years settings encompasses a wide range of areas:

• Risk assessment
• Outings
• Premises and equipment
• Accident or injury
• Medicines
• Food and drink
• Smoking and vaping

The EYFS framework emphasises that “Providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for and the activities provided on the premises” (DfE, 2024, p. 35).

Practical Tip: Conduct a monthly health and safety audit of your setting. Include checks on indoor and outdoor spaces, equipment, and first aid supplies. Involve different staff members each time to promote shared responsibility for safety.

Remember, safeguarding and welfare requirements are not just about compliance. They’re about creating an environment where children feel safe, secure, and ready to learn. By prioritising these areas, you’re laying the foundation for children’s wellbeing and development.

Implementing robust safeguarding procedures, investing in staff development, maintaining appropriate ratios, and ensuring a safe environment all contribute to high-quality Early Years provision. These elements work together to create a setting where children can thrive and reach their full potential.

Learning Through Play

Play is the cornerstone of early childhood education. It’s through play that children explore, experiment, and make sense of the world around them. The EYFS framework recognises play as essential for children’s development, building their confidence as they learn to explore, think about problems, and relate to others.

Importance of Play-Based Learning in EYFS

Play-based learning is fundamental to the EYFS approach. It offers numerous benefits:

• Develops creativity and imagination
• Enhances problem-solving skills
• Promotes social and emotional development

As Whitebread (2012) notes, “Play in all its rich variety is one of the highest achievements of the human species, alongside language, culture and technology” (p. 5). Through play, children develop across all areas of learning in a holistic, integrated way.

The EYFS framework emphasises that “Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems” (DfE, 2024, p. 17).

Practical Tip: Create an ‘invitations to play’ area in your setting. Set up provocations using open-ended materials like blocks, fabrics, or natural objects. Change these regularly to spark curiosity and encourage different types of play.

Role of Adults in Supporting Play and Learning

While play is child-led, adults play a crucial role in supporting and extending learning through play. This involves:

• Observing children’s play to understand their interests and development
• Providing stimulating environments and resources
• Extending learning through sensitive interaction

Siraj-Blatchford et al. (2002) highlight the importance of ‘sustained shared thinking’, where adults and children work together to develop ideas, solve problems and clarify concepts.

Adults can support play by:

1. Creating enabling environments: Provide a variety of open-ended resources that can be used flexibly.
2. Following children’s leads: Observe what interests children and use this to inform planning.
3. Asking open-ended questions: Encourage children to think critically and creatively.
4. Modelling play: Show children new possibilities within their play.
5. Narrating play: Use language to describe what’s happening, introducing new vocabulary.

Bruce (2011) emphasises that “The adult’s role is to support play, not to direct it” (p. 42). This balance between child-led play and adult guidance is key to effective Early Years practice.

Practical Tip: Implement a ‘planning in the moment’ approach. Have clipboards available for staff to jot down observations during play. Use these to extend learning immediately or to inform future planning.

Remember, play is not just a way for children to pass time – it’s their work. Through play, children are actively constructing their understanding of the world. As Early Years professionals, our role is to create rich, stimulating environments, observe closely, and sensitively support and extend learning through play.

By embracing play-based learning, you’re not only following the EYFS framework but also providing children with the best possible foundation for future learning and development.

Working with Parents and Carers

Effective partnership between Early Years settings and families is crucial for children’s development and wellbeing. The EYFS framework emphasises the importance of this collaboration, recognising parents as children’s first and most enduring educators.

Partnership between Practitioners and Families

Strong partnerships with parents and carers are built on:

• Mutual respect and trust
• Open, two-way communication
• Shared decision-making

The EYFS statutory framework states, “Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals” (DfE, 2024, p. 19).

This partnership begins before a child starts at the setting and continues throughout their Early Years journey. It involves:

1. Gathering information: Learning about the child’s interests, routines, and development from parents.
2. Sharing observations: Regularly updating parents on their child’s progress and achievements.
3. Joint planning: Involving parents in setting goals and next steps for their child.

As Whalley (2017) notes, “When parents and practitioners work together in Early Years settings, the results have a positive impact on children’s development and learning” (p. 2).

Practical Tip: Implement a ‘Family Friday’ where parents are invited to join in activities at your setting. This could include storytelling, cooking, or outdoor play. It provides an opportunity for parents to see their child in the setting and learn about your approach to learning.

Sharing Information and Involving Parents/Carers

Effective information sharing is key to successful partnerships. This includes:

• Regular updates on children’s progress
• Information about the EYFS curriculum and how parents can support learning at home
• Details of upcoming events or changes in the setting

The EYFS framework requires providers to share information on:

• The EYFS requirements
• The setting’s policies and procedures
• The activities provided for children
• How parents can access more information or services for their child

Involving parents goes beyond just sharing information. It means actively engaging them in their child’s learning journey. This could involve:

• Encouraging parents to contribute observations from home
• Inviting parents to share their skills or cultural traditions with the setting
• Involving parents in decision-making about the setting

Goodall and Montgomery (2014) suggest a continuum of parental engagement, from involvement with the setting to engagement with children’s learning. They argue that the most effective partnerships focus on the latter.

Practical Tip: Create a ‘Learning at Home’ pack for each area of learning. Include simple activities, songs, or games that parents can do with their children. Rotate these regularly and ask parents for feedback on what works well.

Remember, every family is unique. Some parents may face barriers to engagement, such as work commitments or language differences. It’s important to offer flexible approaches to partnership, ensuring all families can be involved in ways that work for them.

By fostering strong partnerships with parents and carers, you’re creating a cohesive approach to children’s learning and development. This consistency between home and the setting supports children’s progress and helps them feel secure and valued in both environments.

EYFS in Different Settings

The EYFS framework applies to all Early Years providers in England, including schools, nurseries, pre-schools, and childminders. However, its implementation can vary across different settings, reflecting the diverse nature of Early Years provision.

Implementation in Various Early Years Settings

Schools

In schools, the EYFS typically applies to nursery and reception classes. Key aspects include:

• A more structured approach, particularly in reception
• Focus on school readiness and transition to Key Stage 1
• Often larger group sizes and higher staff-to-child ratios

As noted by Roberts-Holmes (2012), “School-based EYFS provision often has a stronger emphasis on formal learning, particularly in literacy and numeracy” (p. 32).

Childminders

Childminders offer a home-based environment, which influences their EYFS implementation:

• Smaller groups allowing for more individualised care
• Mixed-age groups, often including siblings
• Greater flexibility in daily routines

The EYFS framework acknowledges this, stating: “Childminders are the sole practitioners running their own setting, taking multiple children from more than one family within domestic premises” (DfE, 2021, p. 31).

Other Early Years Providers

This category includes nurseries, pre-schools, and day-care centres. Their implementation often features:

• A balance between structured activities and free play
• Age-specific rooms or areas
• Emphasis on social development and peer interactions

Practical Tip: Whatever your setting, create an ‘EYFS at a glance’ document. Summarise how you implement each area of learning, considering your unique environment and approach. Share this with staff and parents to ensure consistency and understanding.

Adaptations for Different Age Groups (0-5 years)

The EYFS covers a wide age range, necessitating adaptations for different stages of development:

0-2 years

For the youngest children, focus on:

• Prime areas of learning
• Sensory experiences
• Attachment and emotional security

2-3 years

At this stage, consider:

• Introducing more structured activities
• Encouraging independence
• Supporting language development

3-5 years

For older pre-schoolers and reception children, incorporate:

• More focus on specific areas of learning
• Preparation for formal schooling
• Extended periods of concentration

Nutbrown and Clough (2014) emphasise, “Effective early years practice recognises the different needs of children at different ages and stages of development” (p. 73).

Practical Tip: Create ‘development journals’ for each age group in your setting. Include typical milestones, activity ideas, and observations of children at different stages. Use these to inform your planning and to support less experienced staff.

Remember, while the EYFS provides a common framework, its implementation should be tailored to your specific setting and the needs of your children. The key is to maintain the EYFS principles and learning goals while adapting your approach to suit your unique context.

By understanding how the EYFS can be implemented across different settings and age groups, you can ensure that your provision is both compliant and effective, offering children the best possible start in their educational journey.

Recent Changes and Updates to EYFS

The Early Years Foundation Stage (EYFS) framework is periodically revised to reflect current research and best practices in early childhood education. The most recent significant update came into effect in September 2021, with some additional changes implemented in 2023.

Key Changes in the Most Recent Framework Revision

1. Educational Programmes

The educational programmes for each area of learning have been revised and expanded. They now provide more detail on the skills, knowledge, and experiences that practitioners should foster in children.

As stated in the revised framework, “The educational programmes provide practitioners with the top-level detail of what they should be covering in their curriculum” (DfE, 2021, p. 8).

2. Early Learning Goals (ELGs)

The ELGs have been refined to be clearer and more specific. Notable changes include:

• A stronger emphasis on early language and extending vocabulary
• Changes to Mathematics goals, focusing on a deeper understanding of numbers to 10
• Removal of the technology strand from Understanding the World

3. Assessment

The new framework emphasises reducing unnecessary paperwork and assessment. It states, “Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork” (DfF, 2024, p. 19).

4. Literacy

There’s an increased focus on early literacy, particularly on language comprehension and reading for pleasure. The framework now explicitly mentions the importance of sharing stories, non-fiction, rhymes, and poems.

5. Self-Regulation

A new ELG on self-regulation has been introduced under Personal, Social and Emotional Development, reflecting growing research on its importance for children’s development and future learning.

6. Safeguarding and Welfare

Updates have been made to reflect current priorities, including a new requirement to promote good oral health.

Practical Tip: Create a ‘Changes Checklist’ for your setting. List the key changes and how they impact your practice. Use this to guide staff training and updates to your policies and procedures.

7. Reception Baseline Assessment (RBA)

The RBA was introduced as a statutory assessment in reception classes from September 2021. Pascal et al. (2019) note, “The RBA aims to provide a starting point to measure the progress primary schools make with their pupils” (p. 3).

8. Curriculum Guidance

While not part of the statutory framework, the ‘Development Matters’ guidance was also updated alongside the EYFS revisions. It now offers a more flexible approach to curriculum planning.

The revised EYFS aims to improve outcomes for all children, but particularly the most disadvantaged. As noted by Tickell (2011) in her review of the EYFS, “The evidence is clear that children who are behind in their learning at five are much more likely to be behind at seven – and it is then very difficult for them to catch up” (p. 19).

Practical Tip: Organise a staff meeting to discuss the changes. Encourage each team member to research one aspect of the revisions and present it to the group. This promotes shared understanding and ownership of the new requirements.

Remember, while these changes are significant, the core principles of the EYFS remain the same. The focus is still on providing high-quality early education and care that supports children’s learning and development.

By staying informed about these updates and reflecting on how they impact your practice, you can ensure that your setting continues to provide the best possible start for the children in your care.

Comparison with Other UK Nations

While the EYFS framework applies specifically to England, Scotland, Wales, and Northern Ireland each have their own distinct approaches to Early Years Education. Understanding these differences can provide valuable insights and perspective for Early Years professionals.

Brief Overview of Early Years Frameworks in Scotland, Wales, and Northern Ireland

Scotland: Curriculum for Excellence

Scotland’s approach to Early Years Education is part of its broader Curriculum for Excellence. Key features include:

• Covers children aged 3-18
• Emphasises four capacities: successful learners, confident individuals, responsible citizens, and effective contributors
• Divided into eight curriculum areas, similar to EYFS

As noted by Education Scotland (2020), “The early level of Curriculum for Excellence is the first of five levels and applies to children in the pre-school years and Primary 1” (p. 6).

Wales: Foundation Phase

Wales uses the Foundation Phase framework for children aged 3-7. Its characteristics include:

• Seven areas of learning, closely aligned with EYFS
• Strong emphasis on outdoor learning and play-based approaches
• Focus on Welsh language development

The Welsh Government (2015) states, “The Foundation Phase places great emphasis on children learning by doing” (p. 4).

Northern Ireland: Pre-School Education

Northern Ireland’s approach is outlined in the ‘Curricular Guidance for Pre-School Education’. Key aspects are:

• Covers children in the year before starting primary school
• Six areas of learning, similar to EYFS prime and specific areas
• Emphasis on learning through play and active exploration

The Council for the Curriculum, Examinations and Assessment (CCEA) (2018) emphasises, “Play is an essential and rich part of the learning process” (p. 8).

Practical Tip: Create a comparative chart of the UK frameworks. Highlight similarities and differences with EYFS. This can spark discussions about alternative approaches and potentially inspire new ideas for your setting.

Common Themes and Differences

While each nation has its unique approach, some common themes emerge:

1. Play-based learning: All frameworks emphasise the importance of learning through play.
2. Holistic development: Each approach considers the child’s overall development, not just academic skills.
3. Individualised learning: All frameworks stress the importance of meeting each child’s unique needs.

Key differences include:

• Age range: EYFS covers 0-5 years, while others may extend into early primary years.
• Language considerations: Wales and Scotland include specific provisions for indigenous languages.
• Structural organisation: The number and nature of learning areas vary slightly between frameworks.

As Nutbrown (2012) observes, “While the four UK nations have different frameworks, they share a common goal of providing high-quality early years education” (p. 67).

Understanding these different approaches can broaden your perspective on Early Years Education. It may inspire you to explore alternative methods or reinforce the strengths of your current practice.

Remember, while it’s valuable to learn from other frameworks, your primary focus should be on effectively implementing the EYFS in your setting. Use insights from other approaches to enrich your practice within the EYFS framework, always keeping the needs of your children at the forefront.

Conclusion: Embracing the EYFS Journey

The Early Years Foundation Stage (EYFS) framework stands as the cornerstone of early childhood education in England. It provides a comprehensive structure for nurturing young minds, supporting their development, and laying the groundwork for lifelong learning.

Recap of the Importance of EYFS

The EYFS framework:

• Ensures consistency and quality across all early years settings
• Promotes holistic child development through its seven areas of learning
• Emphasises the crucial role of play in children’s learning and development
• Recognises the importance of partnerships with parents and carers
• Adapts to various settings, from schools to childminders

As noted by Tickell (2011), “The EYFS has raised the profile of early years and reinforced the importance of children’s earliest experiences” (p. 5).

Key Takeaways for Practice

To effectively implement the EYFS in your setting:

1. Embrace play-based learning: Create rich, stimulating environments that encourage exploration and discovery.
2. Prioritise ongoing assessment: Use regular observations to inform your planning and support each child’s unique journey.
3. Foster strong partnerships: Engage parents and carers in their child’s learning journey, recognising them as the child’s first educators.
4. Adapt to your context: Tailor your approach to suit your specific setting and the needs of your children.
5. Stay informed: Keep up-to-date with the latest changes and research in Early Years Education.

Encouragement for Ongoing Professional Development

The field of Early Years Education is dynamic and ever-evolving. As an Early Years professional, your commitment to ongoing learning and development is crucial. Consider:

• Attending workshops and conferences
• Engaging in reflective practice
• Collaborating with colleagues and sharing best practices
• Staying informed about the latest research and policy changes

As Nutbrown (2012) emphasises, “The quality of early education and care is directly related to the quality of the staff who provide it” (p. 3).

Final Thoughts

The EYFS framework provides a robust foundation for Early Years practice, but it’s the passion and dedication of professionals like you that bring it to life. By continually refining your practice, staying curious, and putting children at the heart of everything you do, you’re not just implementing a framework – you’re shaping the future.

Remember, every interaction, every carefully planned activity, and every moment of play contributes to a child’s development. Your role in these early years is invaluable.

As you continue on your EYFS journey, stay committed to providing the best possible start for every child in your care. The impact of your work extends far beyond the early years, influencing children’s lifelong learning and development.

In the words of Maria Montessori, “The goal of early childhood education should be to activate the child’s own natural desire to learn” (Montessori, 1949/1995, p. 3). Through the EYFS framework and your dedicated implementation, you’re doing just that – igniting a lifelong love of learning in the children you serve.

Frequently Asked Questions

What are the 7 Areas of Learning in EYFS?

The EYFS framework is built around seven areas of learning and development:

1. Communication and Language
2. Personal, Social and Emotional Development
3. Physical Development
4. Literacy
5. Mathematics
6. Understanding the World
7. Expressive Arts and Design

The first three are considered prime areas, fundamental for children’s development. The remaining four are specific areas that build on the prime areas.

Practical Tip: Create a visual display in your setting showcasing these areas. Use it to plan activities ensuring a balanced curriculum and to explain your approach to parents.

What is the Meaning of EYFS?

EYFS stands for Early Years Foundation Stage. It’s the statutory framework setting standards for learning, development, and care of children from birth to 5 years old in England.

The EYFS aims to:

• Ensure quality and consistency in Early Years settings
• Provide a secure foundation for learning
• Foster partnership working between practitioners and parents
• Promote equality of opportunity for all children

As stated in the EYFS framework, it “seeks to provide quality and consistency in all Early Years settings, so that every child makes good progress and no child gets left behind” (DfE, 2024, p. 7).

What are the Age Brackets for EYFS?

The EYFS framework covers children from birth to 5 years old. However, it’s often broken down into smaller age brackets for developmental purposes:

• Birth to 1 year
• 1 to 2 years
• 2 to 3 years
• 3 to 4 years
• 4 to 5 years (Reception year)

Practical Tip: Use these age brackets to inform your planning, but remember that children develop at different rates. Always consider the individual child’s needs and development stage.

What is the EYFS Policy?

The EYFS policy is a document that outlines how a setting implements the EYFS framework. Key elements include:

• How the setting delivers the educational programmes
• Assessment procedures, including the progress check at age two
• Safeguarding and welfare requirements
• Partnership working with parents

Providers must also share information about their child’s development in the prime areas: Personal, Social and Emotional Development, Physical Development, and Communication and Language.

How Does the EYFS Support Children with Special Educational Needs and Disabilities (SEND)?

The EYFS framework is designed to be inclusive and supports children with SEND by:

• Emphasising ongoing observation and assessment to identify needs early
• Promoting partnership working with parents and other professionals
• Encouraging settings to make reasonable adjustments to ensure all children can access learning opportunities

The SEND Code of Practice (DfE, 2015) states, “All early years providers are required to have arrangements in place to identify and support children with SEN or disabilities” (p. 79).

Practical Tip: Develop close relationships with local SEND services. Regular communication can help you access support and resources for children who need them.

How Does the EYFS Approach Assessment?

Assessment in the EYFS is primarily formative and ongoing. Key points include:

• Observations of children in their day-to-day activities
• A progress check at age two
• The Reception Baseline Assessment (RBA) at the start of reception year
• The Early Years Foundation Stage Profile (EYFSP) at the end of reception year

The EYFS framework emphasises that “Assessment should not entail prolonged breaks from interaction with children, nor require excessive paperwork” (DfE, 2024, p. 19).

What is the Role of Play in the EYFS?

Play is central to the EYFS approach. It’s recognised as crucial for children’s learning and development. The EYFS framework states:

• “Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals and solve problems” (DfE, 2024, p. 17).
• Practitioners should provide a mix of adult-led and child-initiated play
• The environment should support play through both the indoor and outdoor provision

Practical Tip: Conduct a play audit in your setting. Observe how children engage with different areas and resources, and use this information to enhance your play provision.

How Can I Involve Parents in Their Child’s Learning Journey?

Parental involvement is a key principle of the EYFS. Strategies include:

1. Regular communication about children’s progress
2. Sharing observations and encouraging parents to contribute their own
3. Providing ideas for home learning activities
4. Inviting parents to participate in setting activities
5. Offering workshops on aspects of the EYFS

As Whalley (2017) notes, “When parents and practitioners work together in Early Years settings, the results have a positive impact on children’s development and learning” (p. 2).

What are the Key Changes in the Latest EYFS Framework?

The 2024 EYFS framework brought several changes, including:

• Revised and expanded educational programmes
• Changes to Early Learning Goals, with a stronger focus on early language and mathematics
• A new focus on promoting oral health
• Reforms to the EYFS Profile assessment
• Introduction of the Reception Baseline Assessment

Practical Tip: Create a ‘changes checklist’ for your setting, outlining how you’ve implemented each key change. This can be a useful tool for staff training and quality assurance.

How Does the EYFS Support Transition to Key Stage 1?

The EYFS supports transition to Key Stage 1 by:

• Focusing on school readiness, particularly in the reception year
• Providing a holistic foundation for learning across all areas
• Encouraging the development of key skills like self-regulation and independence
• Requiring information sharing between EYFS and Year 1 teachers

The EYFS Profile provides Year 1 teachers with reliable information about each child’s level of development, enabling them to plan an effective, responsive curriculum (Standards and Testing Agency, 2020).

References

• Bruce, T. (2011). Early childhood education (4th ed.). Hodder Education.
• Brooker, L., Blaise, M., & Edwards, S. (2010). Engaging play. Open University Press.
• Council for the Curriculum, Examinations and Assessment (CCEA). (2018). Curricular guidance for pre-school education. CCEA.
• Department for Education (DfE). (2021). Statutory framework for the early years foundation stage. Gov.uk.
• Department for Education (DfE). (2024). Statutory framework for the early years foundation stage. Gov.uk.
• Department for Education (DfE). (2015). Special educational needs and disability code of practice: 0 to 25 years. Gov.uk.
• Early Education. (2021). Development Matters: Non-statutory curriculum guidance for the early years foundation stage. Early Education.
• Education Scotland. (2020). Realising the ambition: Being me. Education Scotland.
• Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399-410.
• Montessori, M. (1995). The absorbent mind. Henry Holt. (Original work published 1949)
• Moylett, H. (2014). Characteristics of effective early learning: Helping young children become learners for life. Open University Press.
• Nutbrown, C. (2012). Foundations for quality: The independent review of early education and childcare qualifications. Department for Education.
• Nutbrown, C., & Clough, P. (2014). Early childhood education: History, philosophy and experience (2nd ed.). SAGE Publications.
• Pascal, C., Bertram, T., & Rouse, L. (2019). Getting it right in the Early Years Foundation Stage: A review of the evidence. Early Education.
• Roberts-Holmes, G. (2012). ‘It’s the bread and butter of our practice’: Experiencing the Early Years Foundation Stage. International Journal of Early Years Education, 20(1), 30-42.
• Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. Department for Education and Skills.
• Standards and Testing Agency. (2020). Early years foundation stage profile: 2021 handbook. Gov.uk.
• Tickell, C. (2011). The Early Years: Foundations for life, health and learning. Department for Education.
• Welsh Government. (2015). Foundation Phase framework. Welsh Government.
• Whalley, M. (2017). Involving parents in their children’s learning: A knowledge-sharing approach (3rd ed.). SAGE Publications.
• Whitebread, D. (2012). Developmental psychology and early childhood education. SAGE Publications.

Further Reading and Research

Recommended Articles

• Aubrey, C., & Durmaz, D. (2012). Policy-to-practice contexts for early childhood mathematics in England. International Journal of Early Years Education, 20(1), 59-77.
• Brooker, L. (2011). Taking children seriously: An alternative agenda for research? Journal of Early Childhood Research, 9(2), 137-149.
• Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners. Routledge.
• Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). SAGE Publications.

Recommended Books

• Anning, A., Cullen, J., & Fleer, M. (2008). Early childhood education: Society and culture (2nd ed.). SAGE Publications.
  • Explores sociocultural perspectives on early childhood education across different contexts.
• Broadhead, P., Howard, J., & Wood, E. (2010). Play and learning in the early years: From research to practice. SAGE Publications.
  • Examines the role of play in children’s learning and development, with practical applications.
• Moyles, J. (2015). The excellence of play (4th ed.). Open University Press.
  • Provides a comprehensive overview of play in early childhood education, including theory and practice.
• Pascal, C., & Bertram, T. (2021). The art of teaching young children in nursery and reception. Routledge.
  • Offers practical guidance on implementing the EYFS in nursery and reception settings.

Recommended Websites

• Early Education
  • Provides resources, training, and publications for early years practitioners.
• Foundation Years
  • Offers guidance, resources, and news updates related to the EYFS.
• PACEY (Professional Association for Childcare and Early Years)
  • Provides support, training, and resources for childcare professionals.
• The British Association for Early Childhood Education
  • Offers publications, training, and advocacy for early childhood education.
• Nursery World
  • Provides news, features, and practical advice for early years professionals.

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New to the Early Years Foundation Stage (EYFS): An Overview. Available at: https://www.earlyyears.tv/new-to-the-early-years-foundation-stage-eyfs-an-overview (Accessed: 21 January 2025).

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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