Eyfs

The legal status of the EYFS is a statutory framework, that is mandatory for every registered childcare provider, maintained schools, non-maintained schools, independent schools; all providers registered with an early year’s childminder agency. The scope of the EYFS has an impact on every 0-5 years’ provider, school leaders, school staff, childcare providers and childminders, it relates to maintained schools, independent schools, academies and free schools, nurseries, private nursery schools, pre-schools/playgroups and childminding.
The EYFS was designed to ensure ALL children, regardless of where they live, their family background or circumstances would have access to a quality early years’ education. Where the leaning and development requirements,
• A secure foundation through learning and development opportunities which are planned around the child’s interests and needs.
• Partnership working between the child’s parents/carers and practitioners.
• Equality of opportunity ensuring that every child is included and supported.
The overarching principles of the EYFS are based on four guiding principles, these principles should shape the practice within our settings.
1. Every Child is 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 and develop well in ENABLING ENVIRONMENTS, in which their experiences respond to their individual needs and there is a strong partnership between practitioner’s d parents/carers
4. CHILDREN DEVELOP AND LEARN IN DIFFERENT WAYS AND AT DIFFERENT RATES, this framework covers the education and care of all children in an early year’s provision, including children with Special Educational Needs and disabilities.
These principles can also be considered to be the themes of the EYFS
Theme Principles
Unique Child Child Development
Inclusive Practice
Keeping
In accordance with the EYFS, a 2-year-old check is done with our 2 year olds and this is then shared with the child’s parents and health visitor team, and a further transition summary is done just before the child enters reception year at school, this again is shared with the parents and the new school the child will be attending. In between these summaries we keep the parents informed with their child’s progress with termly progress summaries. Also we maintain a progress monitoring tool which allows us to keep check on all children within the setting to ensure that no one is being left behind in any area of their