Teaching and learning - early years
Early years foundation stage (EYFS) reforms
From September 2021, all early years providers must follow the new early years foundation stage (EYFS) framework.
The key aims of the reforms are to:
- improve child outcomes at age 5, particularly in early language and literacy, especially for disadvantaged children; and
- reduce workload, such as unnecessary paperwork, so that practitioners can spend more time interacting with the children in their care.
To support the implementation of the revised EYFS, the Department for Education has developed an online service for private, voluntary and independent early years settings and childminders.
This service provides resources, advice and support to help practitioners to understand the requirements for each area of learning and development and what these requirements mean in practice.
Read the guidance Prepare for changes to the early years foundation stage framework (GOV.UK) Explains how changes to the early years foundation stage (EYFS) framework will affect you, what you need to do before September 2021 and how to access support.
Ofsted and the EYFS reforms video:
Implementing the revised EYFS | From pregnancy to children aged 5 (foundationyears.org.uk)
Observation, assessment and planning
The following examples, to be used as a guide to support the development of your own systems, have developed from the sharing of ideas and discussion with schools and settings.
What to expect, when? (foundation years website) a non-statutory document, developed with parents for parents providing an overview of the EYFS Framework, and how parents can support learning and development.
All about me
All about me example (word)
EYFS progress check at age two example (word) - Can be used alongside know how guide (GOV.UK). If at any point throughout the EYFS significant emerging concerns are identified an EHAP should be initiated.
Monitoring children’s progress and outcomes
These tools can be used from birth to five to track and provide gap analyses of children's progress for individual, whole group and specific groups:
Planning is the dialogue and thought processes involved in supporting children’s learning and development. The planning form is the recording of this process. Planning formats can be devloped with reference to observation and planning prompts and questions.
Equality and achievement
Language and cultural background leaflets produced by empac (engaging migrant parents and children) can be accessed in the EMPAC section, providing information on the cultural profile of children and families from Afghanistan, Poland and Somalia.