1. Introduction to the EYFS
Development Matters
Introduction to the EYFS

2. Aims To get to know each other as a group.
To become familiar with the overarching principles of the EYFS,
To look more closely at the structure of the Development Matters Guidance.
Understand the statutory requirements for the early years.

3. Documentation

4. Development Matters Comprises of 2 elements Statutory framework
Non-Statutory Guidance
to download

5. The EYFS Framework specifies requirements for learning and development and for safeguarding children and promoting their welfare.
The learning and development requirements cover:
the areas of learning and development which must shape activities and experiences (educational programs) for children in all early years settings;
the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the academic year in which they turn five); and
assessment arrangements for measuring progress (and requirements for reporting to parents and/or carers).
The safeguarding and welfare requirements cover the steps that providers must take to keep children safe and promote their welfare.

6. It replaces and is significantly different to the 2008 framework.
The revised Early Years Foundation stage framework became statutory in September 2012
This means it must be delivered by maintained schools, no-maintained schools, independent schools and all providers on the Early Years Register in England - This includes childminders, children's centres, pre-school and nurseries.
It replaces and is significantly different to the 2008 framework.

7. The EYFS Statutory Framework
Department for Education published a revised version of this on 3rd March Changes became statutory on 3rd April 2017.
The amendments made bring the framework up to date with safeguarding, wording to around medications, qualification levels clarifications. There is greater explanation and emphasis on physical activities with a link to the Chief Medical Office for guidance.

8. Learning and development reforms
Instead of 6 areas of development there are now 3 prime areas
Personal, Social and Emotional Development (PSED)
Physical
Communication and Language (listening and attention, understanding and speaking)
and 4 specific areas
Literacy (reading and writing)
Mathematics
Understanding the world
Expressive Arts and Design
Instead of 69 goals there are just 17 to be assessed!

9. Welfare Reforms
These have been renamed the safeguarding and welfare requirements. They include clarification on staff:child ratios and procedures regarding the use of mobile phones and cameras in settings. It is a requirement for each child to have a key worker.

10. Development Matters
The Development Matters in the Early Years Foundation stage guidance is a non-statutory guide to support practitioners. It covers detailed development charts covering children's learning from birth to 5 years and ideas on how to support learning. It refers to the four guiding principles and the 3 characteristics of effective learning.

11. The EYFS states 4 guiding principles should shape practice
The labels for the 4 principles are called themes:
A Unique child
Positive relationships
Enabling Environments
Learning and Development

12. Activity
In each envelope there are cut out statements and the four themes. Working as a group can you arrange the statements under a theme heading.

13. note enabling environments is not just about physical environments but also the ethos of the setting; the practitioner understanding of how children learn; and understanding of equality and diversity.

14. Activity
Watch the following clip and look for and note evidence of the 4 themes
A Unique Child
Positive Relationships
Enabling Environments
Learning and Development

15. How are the characteristics of effective learning and the themes linked?

16. For each area of learning the framework sets out early learning goals
For each area of learning the framework sets out early learning goals. These set out the level of progress children should be expected to have attained by the end of the EYFS. The purpose of the provision is to enable children to meet the ELG's.
Take time to find, read and become familiar with the ELG's.
Formative/ongoing assessment is integral to children’s learning and development.
The summative assessment at the end of the EYFS is called the EYFS profile.
Children are assessed against each of the 17 EGL’s as to whether their progress is emerging, expected or exceeding. This information is then passed onto the LA.
Parent’s are informed of their child’s progress against the ELG’s alongside a written report focusing on the characteristics of learning.

17. The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept health and safe. It promotes teaching and leaning to ensure children's 'school readiness' and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life.
Discuss : What is school readiness?

18. 'What really matters is making sure a child is able to start school ready to learn, able to make friends and play, ready to ask for what they need and say what they think. These are critical foundations for really getting the best out of school.' Sarah Teather, Minister for children (2010/2012)