Taking its basis from the

Childcare Act 2006,

the EYFS is a

statutory framework

which was introduced

in 2008 with the aim of

improving outcomes

for children in early

years and setting the

standard for all early

years providers.

The EYFS is made up of

a curriculum, which

includes learning and

development

requirements as well

as specific

safeguarding and

welfare requirements.

It is very important for

early years providers

to understand its legal

status.

The EYFS documentation

defines all these

settings as Ofsted

registered providers on

the Early Years

Register. This includes

childminders, nurseries

and preschools and all

schools in England that

are attended by young

children.

The legal status of the EYFS is based on a number of different pieces of legislation, all of which have gradually improved the safeguarding and welfare requirements for children. The requirements mean that all children have more rights and there is a greater emphasis on agencies working together for their benefit.

It is structured so that it can

be broken down into 3

sections.

Learning and development

requirements

Assessment

Safeguarding and welfare

requirements

THE OVERALL STRUCTURE OF EYFS

Gather information

behind the

safeguarding and

welfare requirement

regulations in the EYFS

LEARNING ACTIVITY

Legislation name What it entails

Children Act 1989 and 2004

Data Protection Act 1998

Childcare Act 2006

Safeguarding Vulnerable

Groups Act 2006

Equality Act 2010

Are based on 4

overarching principles

that should influence all

areas of practice in early

years settings.

Practitioners need to bear

all of these in mind when

they are working with

children so that they can

ensure they adhere to

them.

LEARNING AND WELFARE REQUIREMENTS

LEARNING ACTIVITY

Create a leaflet explaining the 4 overarching

principles of the EYFS and how you have seen

them work in placement

LEARNING AND DEVELOPMENT REQUIREMENTS

Cover three areas –

The educational programme and curriculum, which must cover seven

areas of learning

The learning goals which are a summary of the knowledge, skills and

understanding that all young children should have gained by the end

of the academic year in which they turn 5

The assessment requirements, which set out how and when

children’s achievements and progress must be assessed and how

these assessments should be reported to parents and carers.

THE EDUCATIONAL PROGRAMME AND CURRICULUM

The EYFS is set out within a framework of seven areas of

learning and development the requirements describe how

settings should promote the learning and development of

children so that they are ‘school ready’

ASSESSMENT REQUIREMENTS

The early learning goals are designed to show where each child should

be in each area of learning at the end of the Early Years Foundation

Stage.

There are 17 early learning goals

Assessment requirements may be on going or structured.

This means that assessment will take place throughout the EYFS but

that children will also be assessed at 2 specific points – between 2

and 3 (only in the 3 prime areas) and again at the end of the final

term of the year in which the child reaches 5 years. This is also

known as the Early Years Foundation Stage Profile (EYFSP)

SAFEGUARDING AND WELFARE REQUIREMENTS

Safeguarding children and promoting their welfare

Promoting good health

Managing behaviour

Checking the suitability of adults who have come into contact with

children

Checking qualifications, training, skills and knowledge of staff

Staff to child ratios

Key people

Before/after school care and holiday provision

Childminder agencies

Ensuring that the premises and facilities are safe and secure and meet

H + S requirements

Special educational needs

Promoting equal opportunities

Maintaining records, policies and procedures

LEARNING ACTIVITY

Progress check at age 2 and the EYFS Profile assessment –

Research and note down how these 2 summative

assessments are carried out by settings.

Progress check at 2 EYFS profile

The EYFS seeks to provide:

• quality and consistency in all early years settings, so that

every child makes good progress and no child gets left

behind;

• a secure foundation through learning and development

opportunities which are planned around the needs and

interests of each individual child and are assessed and

reviewed regularly;

• partnership working between practitioners and with

parents and/or carers;

• equality of opportunity and anti-discriminatory practice,

ensuring that every child is included and supported.

TERMINOLOGY

Look at the terms below and explain

what they mean………..

The statutory guidance

The specific legal requirements

relating to safeguarding and welfare

The practice guidance

HOW SETTINGS ARE INSPECTED

Settings must meet the legal requirements of the Childcare

Act 2006 in order to remain registered as well as the

leaning and development requirements.

Early years and childcare settings will be regularly

inspected – every 3-4 years as part of the Ofsted

framework, to see how well they meet the requirements of

the Early Years or Childcare Register and the standards

of the EYFS. The amount of notice of a visit given will

depend on the early years setting. Group providers will

normally receive no notice but childminders and early

years classes within primary schools are likely to receive

a few days notice.

LEARNING ACTIVITY

Mind map the

things that Ofsted

will check for in

settings.

As part of the Ofsted inspection process inspectors will

ask to see the settings self evaluation form. Managers

should complete the form with staff on a regular basis to

ensure they are looking at the quality of provision and

how well they are meeting the needs of the children and

improving outcomes for them.

The self evaluation form also gives guidance on the kinds

of questions inspectors will ask providers when looking

at the qualify of provision of the setting.

Ofsted recommend that settings complete the form

thoroughly as it will give some idea about the aspects

that are working well and those that they are working

towards improving.

Inspectors will also carry out observations at the setting; look at paperwork, interview staff, parents/carers and children and assess how well the children’s learning and development are progressing. They will provide feedback on the following areas –

How well the early years provision meets the needs of the range of children who attend

The contribution of the early years provision to children’s well being

The leadership and management of the early years provision

Each of the areas will be given a grade –

http://www.clerktogovernors.co.uk/ofsted/ofsted-grade-descriptors-quality-of-leadership-in-and-management-of-the-school/

All inspections will be published by Ofsted so that the

process is transparent and parents, carers and others

are able to view the results.

As part of the process practitioners need to provide

information to Ofsted including the type of setting,

number of children, and number of hours for which

childcare is provided.

Settings can apply to have exemption from some aspects

of the requirements. E.g. if an individual child’s family

has a religious or philosophical view that is in conflict

with the learning and development requirements, or if the

setting is unable to meet fully the learning and

development requirements due to temporary restrictions

of their facilities. However no setting may be exempt

from the welfare requirements for any reason as these

deal with child safety.

LEARNING ACTIVITY

Research your

placements Ofsted

inspections and share

your findings with the

group.

STARTER

Discuss what you think is meant by the term

‘Purposeful Play’

and

Why is play essential?

The EYFS has been developed to incorporate the different

areas of children’s development within seven areas of

learning.

The 3 characteristics of effective teaching and learning are

–

Play and exploration - children investigate and experience

things, and ‘have a go’;

Active learning - children concentrate and keep on trying if

they encounter difficulties, and enjoy achievements; and

Creating and thinking critically - children have and develop

their own ideas, make links between ideas, and develop

strategies for doing things.

THE RATIONALE BEHIND EACH AREA OF

LEARNINGPrime areas of learning

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.

SPECIFIC AREAS OF LEARNING AND

DEVELOPMENTLiteracy 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 measures.

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.

DISCOVER THE SCOPE OF AREAS OF LEARNING

AND HOW THEY ARE INTERRELATED

Each area of learning and development in the

EYFS is expanded into 2 or 3 strands to show

the scope or breadth of what children should

develop during their time in the Foundation

Stage.

Note down the scope for all the areas of learning

Areas of learning are interrelated, including the

way in which one play activity

may provide opportunities for several areas of

learning.

Give examples of activities you have seen in your

placements that cover more than one area of

learning

Note down 4 activities and link them to at least 3

logs within the EYFS

THE IMPORTANCE OF ON GOING ASSESSMENT

Observations allow us to look at what children enjoy

when carrying out child initiated activities, as well as

being a measure of how their development is

progressing.

By carrying out observations you will be able to compare

their progress with the expected achievements for

their age group.

You can then use these observations to plan how to

progress children’s development further and take their

learning on to the next stage.

THE IMPORTANCE OF BALANCING ADULT-LED

AND CHILD-INITIATED ACTIVITIES

Much of the EYFS is based on the need for play to be part of the children’s learning and for adults

to encourage them to develop their independence skills.

However, children will also need to be guided and supported by adults as they are challenged by

new concepts and ideas.

As children work towards the end of the Foundation Stage, the balance of activities will move more towards those that are led by adults

so that children are ready for more formal learning in Year 1.