We follow the statutory Early Years Foundation Stage (EYFS) curriculum, a Government framework that focuses on the development and learning of children from birth up to the age of five.
This curriculum sets the standards that we, as early years providers, must meet.
Needs: ensuring safety, security, nourishment, praise and encouragement, relationship of trust, respect and stimulating curiosity.
Talents: are innate skills and gifts that each child is born with.
Abilities: are skills that a child acquires through their own exploration of their environment, through problem solving, through learning by instruction from adults or other children.
Interests: are areas in which a child demonstrates focus through choice for prolonged periods.
As part of EYFS aims, we must ensure that all children:
- Make good progress in all areas of learning
- Are kept healthy and safe
- Are prepared, by the time they leave our setting, for the transition to primary school
- Have a broad range of knowledge and skills
- Have an individual learning and development programme drawn up which is appropriate to their own age and stage of development.
The areas for the Early Years Foundation stage are:
Personal, Social and Emotional Development (PSED)
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; and to have confidence in their own abilities.
Communication and Language (C&L)
Communication and language, consists of three categories, each individually assessed.
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.
Physical Development (PD)
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.
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 (UW)
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 (EAD)
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.
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. A separate area is designated for phase 1 phonics. Children are given one to one attention in order to support their reading and writing skills.