Early Years Curriculum (Reception Children)
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.
The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.
As well as being the core document for all professionals working in the foundation years, the EYFS framework gives parents and carers confidence that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience.
Four guiding principles should shape practice in early years settings.
• every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured
• children learn to be strong and independent through positive relationships
• children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers
• children develop and learn in different ways (see “the characteristics of effective teaching and learning” at paragraph 1.9) and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.
The Areas of Learning and Development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.
These three areas, the prime areas, are:
• communication and language
• physical development
• personal, social and emotional development
School must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
• understanding the world
• expressive arts and design
- Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations
- Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food
- Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
- Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest
- 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 to describe shapes, spaces, and measure
- Understanding the world 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
- Expressive arts and design 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.
For more information about the EYFS National Curriculum Framework please select a document below.
|EYFS STATUTORY FRAMEWORK 2017.pdf||[pdf 551KB]|
|EYFS Parents Guide.pdf||[pdf 725KB]|
|Early Learning Goals - Target Booklet 2019-20.pdf||[pdf 258KB]|
Personal, Social and Emotional Development
Making Relationships, Self-confidence and Self-awareness
This is a key element of learning in the EYFS and relates to enabling children to gain independence by selecting their own resources and activities, turn taking and sharing in different situations.
Children play co-operatively, taking account of each other’s ideas, needs and feelings.
Early Learning Goals
Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.
Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’needs and feelings, and form positive relationships with adults and other children.
Moving and Handling and Health and Self-care
Using the outdoor environment to develop gross motor skills, Running, Jumping, skipping, climbing, kicking and throwing.
Using small and large equipment, cutting, drawing, threading etc. take place indoors and outdoors. These develop motor skills leading to formal writing.
Children understand the importance of a healthy lifestyle that relates to regular physical exercise, a good diet as well as self-help skills e.g. dressing/ undressing, using the toilet alone and lunchtime routines for reception children.
Early Learning Goals
Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.
Communication and Language Development
Listening and Attention, Understanding and Speaking
Children listen attentively in a range of situations such as individually, large & small groups and amongst peers and adults. Also children are encouraged to develop conversational skills such as commenting and asking and answering questions.
Early Learning Goals
Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding: children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking: children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.
Literacy - Reading and Writing
This relates to sharing stories, poems rhymes and factual books, reading in small and large groups. Children are taught daily phonics to develop both reading and writing skills. Children begin to read simple sentences and through developing similar writing skills by mark making using phonics skills and expressing their ideas.
Opportunities for mark-making is built into play based writing activities i.e. shopping lists, telephone pads, clipboards, chalk, and paint.
Early Learning Goals
Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Mathematics - Numbers, Shape, Space and Measure
Sorting and describing objects, making patterns, joining in with number rhymes, weighing and measuring, using money, practical activities in sand, water and role play e.g. shop areas. Exploring shapes in a variety of situations. Children count reliably with numbers from 1-20 and in practical situations solve addition and subtraction problems.
Early Learning Goals
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World
Understanding the World - People and Communities, The World and Technology
Interactive activities/games on the computer, developing mouse control. Learning about different cultures and beliefs, celebrating a range of festivals during the year. Learning about living things through first hand observation, exploring and appreciating the environment.
Early Learning Goals
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Art and Design
Expressive Arts and Design - Exploring and using Media & Materials and Being Imaginative
Children experience singing, chanting, experimenting with a variety of percussion instruments. Daily opportunities to paint, collage & make models. Finding out how to mix paint and join things together. Children use imaginative play in role-play areas, dens, café or shop. A wide variety of dance & drama and musical activities are accessed.
Early Learning Goals
Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
Assessment plays an important part in helping parents, carers and teachers to recognise children’s progress, understand their needs, and to plan activities and support. Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves teachers observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. In their interactions with children, teachers should respond to their own day-to-day observations about children’s progress and observations that parents and carers share.
Parents and/or carers will be kept up-to-date with their child’s progress and development. Teachers will address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.
In the final term of the year in which the child reaches age five, (and no later than 30 June), the EYFS Profile will be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.
Each child’s level of development must be assessed against the early learning goals. Teachers will indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile.
The Profile will be completed for all children, including those with special educational needs or disabilities. Reasonable adjustments to the assessment process for children with special educational needs and disabilities will be made as appropriate. School will consider whether they may need to seek specialist assistance to help with this. Children will have differing levels of skills and abilities across the Profile and it is important that there is a full assessment of all areas of their development, to inform plans for future activities and to identify any additional support needs.