Developmental Psychology and Stage Statutory Framework

Topics: Developmental psychology, Childhood, Human development Pages: 71 (19766 words) Published: April 24, 2012
Statutory Framework for the Early Years Foundation Stage
May 2008 Setting the Standards for Learning, Development and Care for children from birth to five

STATUTORY FRAMEWORK

Statutory Framework for the Early Years Foundation Stage
Contents

Section 1 – Introduction
■ ■ ■ ■ ■ ■ ■ ■ ■

Purpose and aims of the Early Years Foundation Stage Context and legal responsibilities About this document A principled approach Setting the standards Providing for equality of opportunity Creating the framework for partnership working Improving quality and consistency Laying a secure foundation for future learning

07 07 08 08 09 09 10 10 10

Section 2 – The learning and development requirements
■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■

Overview of the learning and development requirements The early learning goals and educational programmes Personal, Social and Emotional Development Communication, Language and Literacy Problem Solving, Reasoning and Numeracy Knowledge and Understanding of the World Physical Development Creative Development The assessment arrangements Assessment during the EYFS Assessment at the end of the EYFS – the Early Years Foundation Stage Profile Assessment arrangements – the requirements

11 12 12 13 14 14 15 15 16 16 16 17

The Early Years Foundation Stage Statutory Framework

00267-2008BKT-EN © Crown copyright 2008

03

Statutory Framework for the Early Years Foundation Stage
Contents

Section 3 – The welfare requirements
■ ■ ■ ■ ■ ■ ■ ■

Overview of the welfare requirements The general welfare requirements Meeting the welfare requirements Safeguarding and promoting children’s welfare Suitable people Suitable premises, environment and equipment Organisation Documentation

19 19 20 22 29 33 37 38

Section 4 – Other information
■ ■ ■ ■ ■ ■

Other legal duties Competency in English Exemptions Inspection and regulation Local authorities Where to go for help

41 41 41 42 42 43

Appendix 1


Assessment scales

44

Appendix 2


Specific legal requirements for ratios of adults to children

49

Glossary
The Early Years Foundation Stage Statutory Framework

52

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00267-2008BKT-EN © Crown copyright 2008

Statutory Framework for the Early Years Foundation Stage
Setting the Standards for Learning, Development and Care for children from birth to five

The Early Years Foundation Stage Statutory Framework

00267-2008BKT-EN © Crown copyright 2008

05

06

The Early Years Foundation Stage Statutory Framework

00267-2008BKT-EN © Crown copyright 2008

Section 1 – Introduction
Purpose and aims of the Early Years Foundation Stage
1.1 Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parents choose to use early years services they want to know that provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance. The overarching aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by: setting the standards for the learning, development and care young children should experience when they are attending a setting outside their family home, ensuring that every child makes progress and that no child gets left behind; providing for equality of opportunity and anti-discriminatory practice and ensuring that every child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability; creating the framework for partnership...

References: in the EYFS to ‘registered providers’ refer to early years providers registered by Ofsted on the Early Years Register. Early years provision for children aged three and over made directly by a maintained or independent school (i.e. the governing body or proprietor is responsible for it) is not required to be registered providing at least one pupil of the school attends. Subject to certain exemptions, all other types of provision for children aged from birth to the end of August following their fifth birthday, including any provision made for children under the age of three by maintained or independent schools, must be registered by Ofsted. School For the purposes of this document, refers to maintained schools, independent schools and nonmaintained special schools. School Action This is the equivalent of the term Early Years Action, but applies in respect of reception classes in maintained schools, when a class or subject teacher identifies that a pupil has special educational needs and provides interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum or activities. School Action Plus This is the equivalent of the term Early Years Action Plus, but applies in respect of reception classes in maintained schools, when the class or subject teacher and the SENCO are provided with advice or support from outside specialists, so that interventions other than, or additional to, those provided through School Action can be put in place. The SENCO usually takes the lead although day-to-day provision continues to be the responsibility of the class or subject teacher. School day For the purpose of this document, a school day is defined as two sessions with a break in the middle of the day between those two sessions. School teacher School teachers include qualified teachers and others, such as those on employment-based routes to Qualified Teacher Status and overseas trained teachers. Setting Any out-of-home provider of early years provision for children from birth to five, such as childminders, local authority nurseries, nursery or early years centres, children’s centres, playgroups, pre-schools, or schools in the independent, private or voluntary sector and maintained schools. Special school A school which is specially organised to make special educational provision, and is approved by the Secretary of State under Section 342 of the Education Act 1996. Young child A child is a ‘young child’ during the period: a) b) beginning with his birth, and ending immediately before the 1st September next following the date on which he attains the age of five.
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The Early Years Foundation Stage Statutory Framework
00267-2008BKT-EN © Crown copyright 2008
Copies of this publication are available from: www.teachernet.gov.uk/publications You can download this publication and obtain further information at: www.standards.dcsf.gov.uk/eyfs Copies of this publication are available from: DCSF Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 ODJ Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 email: dcsf@prolog.uk.com Please quote ref: 00267-2008BKT-EN [ISBN: 978-1-84775-128-7] First published 2007 This revised edition published May 2008 © Crown copyright 2008 Published by the Department for Children, Schools and Families Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk www.opsi.gov.uk/click-use/index.htm
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