1. What is in the pack ? How does it help practitioners meet the EYFS aim?
Notes:
NB: The EYFS adopts a principled approach to meeting its aim.
All these parts of the pack are informed by the same four overarching themes and principles.

2. The Statutory Framework (1)
This document sets out all the legal requirements of the EYFS. It includes detailed information on providers’ obligations under the framework.
Notes:
The requirements are what everybody must do and what they will be inspected on. The Statutory Framework will have particular relevance to heads, managers, childminders, governors and local authorities. However, providers must ensure that they use the rest of the pack as well. The legal requirements are not a sufficient guide to effective practice.

3. The Statutory Framework (2)
Purpose and aims of the EYFS
Learning and Development requirements
The assessment arrangements
Welfare requirements
Other legal duties
Competency in English
Exemptions
Inspection and regulation
Local Authorities
Specific requirements for qualifications and ratios
Notes:
Purpose and aims have been explored in slides 7-10.
Learning and Development requirements are provided for each area of learning and development. They are comprised of a statement of what practitioners must do (known as the educational programme) plus a list of the early learning goals.
The educational programme is very brief, for example children must be provided with experiences and support that will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children’s emotional well-being to help them to know themselves and what they can do (the PSED educational programme). This is then followed by a list of early learning goals. In other words what practitioners must do (in very general terms) and what children should achieve by the end of EYFS.
The EYFS Practice Guidance Booklet, Principles into Practice cards and CD-ROM provide information and advice designed to help practitioners meet these legal requirements in a way which reflects the needs of the individual children in their care and is appropriate to their setting.
There is more detail on subsequent slides about the learning and development requirements.
Assessment arrangements cover both formative assessment for learning and the EYFS Profile.
Welfare requirements:
Safeguarding and promoting children’s welfare;
Suitable people;
Suitable premises, equipment and environment;
Organisation;
Documentation.
Details on the other headings can be found on pages 41 and 42 of the Statutory framework.

4. The practice guidance
This booklet covers some key aspects of meeting the requirements in the statutory framework.
Meeting diverse needs
Partnership working
Flexible provision
Play
Quality improvement
Transition and continuity
Learning and development requirements
Observation, assessment and planning
Safeguarding and promoting children’s welfare
Staffing arrangements including ratios
Notes:
The guidance looks at the Learning and Development requirements and the welfare requirements referred to in the Statutory Framework for the Early Years Foundation Stage booklet in more detail, especially in terms of how these should be implemented in practice.

5. The rest of the EYFS pack
Themes
Principles
Notes :
Most practitioners will start with this.
The Poster sets out the four overarching themes and principles of the EYFS, together with the commitments which each principle covers. This is the structure:-
4 themes T T T T
↓ ↓ ↓ ↓
4 overarching principles P P P P
16 commitments CCCC CCCC CCCC CCCC
The four themes.
These are the headings that summarise what each principle is about.
The four principles.
These four principles summarise the twenty odd principles that informed Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. (Feedback from practitioners was that they welcomed a principled approach but wanted the principles to be short and memorable otherwise they could not readily use them to inform practice).
The sixteen commitments.
These are what practitioners should be committed to doing in order to put the principles into practice. They bring together care, development and learning.
This poster can be used as a daily reminder of children’s needs and how to give each child a fulfilling and challenging experience within the EYFS.
Commitments
The rest of the EYFS pack

6. Notes:
The Cards
There are 24 cards.
1 setting out the themes, principles and commitments (this one). 1
1 for each commitment
1 for each area of learning and development
1 on child development exploring the overlapping ages and
stages used in the EYFS
Total 24
This one is a good introduction to all the others as it brings the themes, principles and commitments together. It shows the themes and principles on the front.

7. Notes:
(This may be hard to read! It might be useful to ensure people use the actual card or give everybody a photocopy).
These are the commitment statements.
NB: On the poster there is not space for these so you just get the headlines.
There is a Principle Into Practice card for each commitment.
The next slides give an example of one card from each theme.

8. Theme Commitment Appropriate ECM outcome highlighted
Colours of the other themes- a visual reminder that principles interlink
Commitment
This the front of the card.
3 important aspects of this commitment
Appropriate ECM outcome highlighted

9. Reminder of theme and commitment
Encouragement to self evaluate
Examples that apply across the birth to five age range
Notes:
All the 16 commitment cards follow this format.
It is important to remember that the cards are designed to be the first layer of EYFS support and challenge. They are accessible to all practitioners whatever their levels of qualification and experience. For some the cards may be sufficient at the moment, others will need and want to access the rest of the pack.
Key Elements of Effective Practice (KEEP).
Many LAs and practitioners have used KEEP as self-evaluation tool and/or as part of Quality Improvement Processes (QIP). KEEP are still relevant and important in the EYFS.
Key Elements of Effective Practice (KEEP)
Effective practice in the early years requires committed, enthusiastic and reflective practitioners with a breadth and depth of knowledge, skills and understanding. Effective practitioners use their own learning to improve their work with young children and their families in ways which are sensitive, positive and non-judgemental. Therefore through initial and on-going training and development practitioners need to develop, demonstrate and continuously improve their:
relationships with both children and adults;
understanding of the individual and diverse ways that children learn and develop;
knowledge and understanding in order to actively support and extend children’s learning in and across all areas and aspects of learning;
practice in meeting all children’s needs, learning styles and interests;
work with parents, carers and the wider community;
work with other professionals within and beyond the setting.
Acknowledgment that practice is not always straightforward
Relevant KEEP statement
The cards are the first layer – there is a lot more information elsewhere

10. Theme Appropriate ECM outcome highlighted
Colours of the other themes- a visual reminder that principles interlink
Commitment
Notes:
Can see same format as previous card from A Unique Child.
3 important aspects of this commitment
Appropriate ECM outcome highlighted

11. Reminder of theme and commitment
Encouragement to self evaluate
Examples that apply across the birth to five age range
Notes:
NB: Reflecting on practice section provides a good example of how principles link.
Acknowledgment that practice is not always straightforward
Relevant KEEP statement
The cards are the first layer – there is a lot more information elsewhere

12. Notes:
Showing this card could be a good opportunity to highlight the three important elements of the learning environment.
NB: In the Statutory Framework booklet it is stated “Wherever possible, there should be access to an outdoor play area, and this will be the expected norm for providers. In settings where outdoor play space cannot be provided, outings should be planned and taken on a daily basis (unless circumstances make this inappropriate, e.g. unsafe weather conditions).”
In the Practice Guidance booklet “Play underpins the delivery of all of the EYFS. Children must have opportunities to play indoors and outdoors. All early years providers must have access to an outdoor play area which can benefit the children. If a setting does not have direct access to an outdoor play area then they must seek to make arrangements for daily opportunities for outdoor play in an appropriate nearby location.”

16. Notes:
The previous eight slides have been samples of the Principles into Practice cards based on the EYFS commitments.
The areas of learning and development cards have a different format. This is the first card.
There is then one for each area of learning and development.
There was great anxiety from many in the early years sector when it was announced that the six areas of learning from the Curriculum Guidance for the Foundation Stage (CGFS) were to be extended to cover birth to five. However, the Birth to Three Matters framework has been incorporated into the six areas and the stepping stones have been reviewed so that practitioners can see how practice from birth through to five and beyond helps children to eventually meet the early learning goals at the end of EYFS.
The Foundation Stage Profile (FSP) will become the EYFSP. Practitioners can go on using the FSP as the summative assessment for the end of the Foundation Stage as the early learning goals remain and the profile statements are still valid in EYFS.
The aspects of learning and development are familiar from CGFS.

17. Notes:
It may well be appropriate to share the points made on this card under the heading ‘Learning and Development’.
The six areas of Learning and Development together make up the skills, knowledge and experiences appropriate for babies and children as they grow, learn and develop.
Although these are presented as separate areas, it is important to remember that for children everything links and nothing is compartmentalised.
The challenge for practitioners is to ensure that children’s learning and development occur as an outcome of their individual interests and abilities and that planning for learning and development takes account of these.

18. Area of Learning and Development Theme
This requirement is in the EYFS Statutory Framework
Notes:
The requirement is what everybody must do and what they will be inspected on. The rest of the area of learning and development provides guidance on how to meet the requirement.
How PSED relates to A Unique Child
Colours of the other themes- a visual reminder that principles interlink

19. Notes:
At this point many practitioners would want to look at the guidance provided in the detailed learning and development tables which set out examples of development and effective practice across each aspect of each area of learning and development. These are available as hard copy in the Practice Guidance Booklet. The CD-ROM allows practitioners to tailor them to their own requirements.