From September 2008 the Government’s new Early Years Foundation Stage (EYFS) was put into place. It begins from Birth and finishes at the end of the Reception year.

PRINCIPLES:

The principles which guide the EYFS are grouped into four themes:

A Unique Child – every child is a competent learner from birth who can be resilient, capable, confident and self-assured.

Positive Relationships – children learn to be strong and independent from a base of laving and secure relationships with parents and/or a key person. 

Enabling Environments – the environment plays a key role in supporting and extending children’s development and learning. 

Learning and Development – children develop and learn in different ways and at different rates and all areas of learning and Development are equally important and inter-connected. 

These four guiding themes work together to underpin effective practice in the delivery of the EYFS. They put the legal requirements into context and describe how practitioners should support the development, learning and care of young children.
Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate practitioners work together with professionals from other agencies such as local and community health and social services, to identify needs and provide the best learning opportunities for children.
Regular information is provided for parents about activities undertaken by the children; for example, through wall displays, photographs and examples of children’s work.
Many children will receive education and care under the EYFS framework in more than one setting. Some may attend part-time, while others may attend full-time and also use extended services, such as breakfast or after-school clubs. These patterns of attendance will be a key factor in planning. For children who attend more than one setting, practitioners must ensure effective continuity and progression by sharing relevant information with each other and parents.
Play underpins all development and learning for young children, Most children play spontaneously, although some may need adult support, and it is through their play that they develop intellectually, creatively, physically, socially and emotionally.
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. The Ladybird Pre-school has its own garden and daily access to the Recreation Ground for running, nature walks, parachute play etc.