Early Years Foundation Stage

The Early Years Foundation Stage (EYFS) is the beginning and most important stage of school life. It covers the development of children from the age of three to the end of the Reception year. Children learn to adapt from the home environment to the new and challenging experiences of school. They meet new people and learn to work together, to share, to co-operate and to solve problems. The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes:

  • A unique child
  • Positive relationships
  • Enabling environments
  • Learning and development

The EYFS curriculum underpins all future learning by promoting and developing through the following seven EYFS educational programmes:

3 prime areas:

- Communication and language

- Physical development

- Personal social and emotional development

4 specific areas:

- Literacy

- Mathematics           

- Understanding the world

- Expressive arts and design

 We follow the three characteristics of effective teaching and learning. These are:

  • Playing and exploring
  • Active learning
  • Creating and thinking critically


On-going assessment is an integral part of the learning and development process. It involves adults knowing children's level of achievement and interest, and then shaping teaching and learning experiences for each child reflecting that knowledge. Our assessment does not entail prolonged breaks from interaction with children. We draw on our knowledge of the child and our own expert professional judgement.

If a child's progress gives calls for concern we discuss this with the child's parents/carers and agree how to support the child.

The Reception baseline assessment is a short assessment taken in the first six weeks in which the child starts reception.

The EYFS profile is completed in the final term of Reception. This profile provides parents and carers and teachers with a well-rounded picture of a child's knowledge, understanding and abilities, their attainment against expected levels, and their readiness for Year 1.