The EYFS Framework

Development & Learning

Early Years Foundation Stages of Development (EYFS)

Our nurseries reflects the four key themes and 16 commitments of the EYFS whole-heartedly.

Four Guiding Principles

  1. Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.
  2. Children learn to be strong and independent through positive relationships
  3. Children learn well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents/carers.
  4. Children learn and develop in different ways and at different rates.

The experiences of a child between this age have a major impact on their future life chances, and so it is very important that all Early Years childcare settings can provide the promising foundation that all children deserve.

The care and education offered by our nurseries aids in continuing, developing and growing their curiosity for learning by providing all children with age-appropriate activities for their stage of development.

The practice guidance also sets out in ‘Development Matters’ the likely stages of progress a child makes along their learning journey towards the early learning goals. Our setting has regard to these matters when we assess children and plan for their learning.

When you come in for your induction and registration, we will talk you through the Early Learning Goals and how we use them to set our development expectations for your little one.

Our expectations differ for each child and are based on the experiences you tell us and what we observe when your little one comes to nursery.

Personal, Social & Emotional Development
Our Curriculum Supports Development in:

  • Positive approaches to learning and curiosity about the world around them
  • Confidence in themselves and their ability to do things, valuing their own achievements
  • Their ability to get on, work and make friendships with others, both children and adults
  • Their awareness of, and being able to abide by, the rules which we all help us look after ourselves, others and our environment
  • Their ability to dress and undress themselves, and to look after their personal hygiene needs
  • Their ability to expect to have their ways of doing things respected and to respect other people’s ways of doing things.

Communication & Language
Our Curriculum Supports Development in:

  • Their knowledge of the sounds and letters that make up the words we use
  • Their vocabulary by learning the meaning of, and being able to use, new words
  • Their ability to use language to describe their experiences
  • Conversational skills with another person, in small groups and in large groups: to respond and listen to others
  • Their ability to listen to, and talk about, stories

Our Curriculum Supports Development in:

  • Knowledge of how to handle books, understanding that they are a source of stories and information
  • Knowledge of the purposes for which we use writing
  • Making their own attempts at writing
  • Develop an interest in favourite stories and rhymes
  • Repeat words, phrases and letters that make up the language we use

Our Curriculum Supports Development in:

  • Understanding frequency and size: ideas about how many, how much, how far and how big
  • Understanding the use of numbers to answer questions about how many, how much, how far and how big
  • Understanding spatial awareness: patterns, the shape of objects and parts of objects, and the amount of space taken up by objects
  • Understanding counting: how counting numbers is used
  • Growing understanding of fundamental ideas of adding and subtracting

Understanding the World
Our Curriculum Supports Development in:

  • Knowledge about the world and how it works
  • Learning how to choose and use appropriate tools for a task
  • Learning about computers, how to use them and what they help us to do
  • Skills on putting together ideas about past, present and the links between them
  • Learning about their locality and its special, unique features
  • Appreciating their own and other cultures

Physical Development
Our Curriculum Supports Development in:

  • Increasing control and confidence over large movements that they can make with their arms, legs and bodies to run, jump, hop, skip, roll, climb, balance and lift
  • Increasing control and confidence over small movements they can make with their arms, wrists and hands, so that they can pick up and use objects, tools and materials
  • Understanding the importance of, and how to look after, their bodies.

Expressive Arts & Design
Our Curriculum Supports Development in:

  • Using paint, materials, music, dance, words, stories and role-play to express ideas, feelings and creativity

Our Approach to Learning, Development and Assessment

Learning Through Play
Learning through play aims to foster the means by which research has shown young children learn to think independently: doing and talking. Our setting uses the practice guidance of Early Years Foundation Stage to plan a wide range of playful activities which encourages progress in each of the above areas of learning and development. In some activities, children decide how they wish to make use an activity and in others, an adult leads in supporting the children to make the most of an activity. In all activities information from the practice guidance to the Early Years Foundation Stage has been used to decide what equipment to provide and how to provide it.

Through regular observations that are shared with parents via our online learning journal, we can assess that your little one’s learning and development needs are met. Observations comprise of photographs and  videos to document their progress and provide record of how their development is shaping and leading them. Ultimately, parents know their children best and we encourage our parents to contribute to assessments by sharing information on what children like to do at home and how they as parents are supporting development.

We make periodic assessment summaries of achievement based on ongoing development records. These form part of children’s records of achievement. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child moves into a different group or when they go on to school.