STATUTORY FRAMEWORK FOR THE EARLY YEARS FOUNDATION STAGE
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 healthy and safe. It promotes teaching and learning 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.
The EYFS seeks to provide:
• quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind
• a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly
• partnership working between practitioners and with parents and/or carers
• equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported.
There are seven areas of learning and development that must shape educational programmes in early years settings. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:
• communication and language
• physical development
• personal, social and emotional development
Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:
• understanding the world
• expressive arts and design
We are currently developing this part of the website, and will provide links and further information relating to the various aspects of the EYFS over the coming weeks. If you would like any particular aspect included that you think will support your setting, please get in touch using the Feedback button to the left.
Statutory Framework for the Early Years Foundation Stage.
The Bristol Standard Development Group was pleased to work in collaboration with St Paul’s Children’s Centre and Teaching School to write the Amazing Communicator’s supplement. This follows the courses that ran at the teaching school during 2016. The booklet can be used in conjunction with your current submission to support in-depth reflection in Dimensions 2, 3 and 5 or can be used as a separate focus in your Interim 2 year. If you would like further advice on how to use the materials please contact Nicky Bale
Bristol’s longstanding commitment to improving outcomes for children and reducing inequality recognises the critical importance of building relationships and creating environments where children’s speech, language and communication can flourish.
Nationally and locally there is evidence that many children are experiencing delayed communication and language development and start school finding it difficult to express themselves clearly and confidently. This not only limits their ability to access the whole world of learning but can also affect their ability to make friends and gain a positive sense of identity.
There is a growing body of research that demonstrates the relationship between oral fluency and vocabulary size in the early years and later life-long learning, including the development of reading and skills. This section of the website will focus on the importance of early communication, language and literacy, signposting research articles and capturing examples of outstanding practice.
Image copyright David Amster – License information
We believe that communication is the foundation for language and literacy. Children are sensitive and enthusiastic communicators from birth and this early ability to communicate verbally and non-verbally is the basis on which language is developed.
As adults supporting these young learners, we need to tune into them. Our approaches consider children from birth to KS1 and supports practitioners to develop quality provision that inspires all children to fulfil their potential as confident listeners, thinkers, talkers, readers and writers.
“Literacy floats on a sea of talk” Britton 1970
Engage – Listen – Understand – Think – Talk – Converse – Read – Write
Communication Friendly Spaces™ ‘Reading Village’
The not-for-profit organisation, Communication Friendly Spaces™ has created a new portable ‘Reading Village’ to encourage children to read whilst tucked away from the hubbub of their surroundings. Using large, textured baskets, circular rugs and neutral screening, a temporary ‘retreat’ can be created in any classroom or hall. The portable ‘Village’ allows children to become absorbed in their books in a peaceful, enclosed environment. Visit the website here for more information.
Read On, Get On
The Read On, Get On campaign (in conjunction with Save the Children) has published ‘The Power of Reading’, which highlights how governments have the power to unlock the potential in every child to read well by the time they leave primary school. Download the full report by clicking on the logo to the left.
Early Learning contacts
Elizabeth Fee, Early Years Improvement Officer
Kairen Smith, Children's Centre Improvement Officer
Nicky Bale, Foundation Years Bristol Standard Consultant
Smi Pearce, Foundation Years Consultant Assessment and Transition