eyfs

• This framework is mandatory for all early years providers in England from 4 September 2023
• Ofsted and inspectorates of independent schools have regard to the Early Years Foundation Stage (EYFS) in carrying out inspections and report on the quality and standards of provision
• Ofsted may issue actions (in respect of any failure to meet a requirement in the document) and/or may issue a welfare requirements notice (in respect of Section 3)
• It is an offence for a provider to fail to comply with a welfare requirements notice
• Early years childminder agencies are also under a duty to have regard to the EYFS in the exercise of their functions
• Must


  Indicates the learning and development requirements in sections 1 and 2, and the safeguarding and welfare requirements in section 3, are mandatory
• Should


  Indicates provisions that early years providers must take into account when providing early years provision and should not depart from unless there is good reason for doing so
• The learning and development requirements are given legal force by an Order made under section 39(1)(a) of the Childcare Act 2006
• The safeguarding and welfare requirements are given legal force by Regulations made under section 39(1)(b) of the Childcare Act 2006
• This framework is for all early years providers in England (from 4 September 2023)


  • Maintained schools
  • Non-maintained schools
  • Independent schools (including free schools and academies)
  • All providers on the Early Years Register
  • All providers registered with an early years childminder agency (CMA)
• Every child deserves the best possible start in life and the support that enables them to fulfil their potential
• The EYFS sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe
• The EYFS seeks to provide quality and consistency, a secure foundation, partnership working, and equality of opportunity and anti-discriminatory practice
• The EYFS learning and development requirements comprise


  • The seven areas of learning and development and the educational programmes
  • The early learning goals
  • The assessment requirements
• Development Matters, non-statutory curriculum guidance for the EYFS, is available to support providers in their delivery of the EYFS learning and development requirements
• The seven areas of learning and development


  • Communication and language
  • Physical development
  • Personal, social and emotional development
  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design
• The three prime areas


  • Communication and language
  • Physical development
  • Personal, social and emotional development
• The four specific areas


  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design
• Educational Programmes


  Activities and experiences for children, as set out under each of the areas of learning
• The development of children's spoken language underpins all seven areas of learning and development
• Children's personal, social and emotional development is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development
• Physical activity is vital in children's all-round development, enabling them to pursue happy, healthy and active lives
• It is crucial for children to develop a life-long love of reading
• Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically
• Understanding the world involves guiding children to make sense of their physical world and their community
• The development of children's artistic and cultural awareness supports their imagination and creativity
• The frequency and range of children's personal experiences increases their knowledge and sense of the world around them
• Listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world
• Enriching and widening children's vocabulary will support later reading comprehension
• The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts
• The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe
• The ELGs should not be used as a curriculum or in any way to limit the wide variety of rich experiences that are crucial to child development
• The ELGs should support teachers to make a holistic, best-fit judgement about a child's development, and their readiness for year 1
• When forming a judgement about whether an individual child is at the expected level of development, teachers should draw on their knowledge of the child and their own expert professional judgement
• Sources of written or photographic evidence are not required, and teachers are not required to record evidence
• Listen attentively and respond


  Children at the expected level of development will listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions
• Make comments and ask questions


  Children at the expected level of development will make comments about what they have heard and ask questions to clarify their understanding
• Hold conversation


  Children at the expected level of development will hold conversation when engaged in back-and-forth exchanges with their teacher and peers
• Participate in discussions


  Children at the expected level of development will participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary
• Offer explanations


  Children at the expected level of development will offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate