The provision for children’s development and learning is guided by the Early Years Foundation Stage.

From 1st September 2012 the Early Years Foundation Stage became law. Our provision reflects the four overarching themes and principals of the Early Years Foundation Stage.


For each area, the guidance sets out early learning goals. These goals state what it is expected that children will know and be able to do by the end of the Reception year of their education. There are seven areas of learning and development within the EYFS and three characteristics of effective learning as outlined below:

The Prime Areas

Communication and Language

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.


Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.


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

Moving and handling: children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care: children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.

Personal, Social and Emotional Development

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

The Specific Areas


Reading: children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, space and measures: children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Understanding the World

People and communities: Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Expressive Arts and Design

Exploring and using media and materials: children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Play helps young children to learn and develop through doing and talking, which research has shown to be the means by which young children think. Our setting uses the Development Matters points leading to the early learning goals to plan and provide a range of play activities which help children to make progress in each of the areas of learning and development. In some of these activities children decide how they will use the activity and in others an adult takes the lead in helping the children to take part in the activity. In all activities, information from the Development Matters points and the Early learning goals are used to decide what equipment to provide and how to provide it.


We assess how children are learning and developing by observing them frequently. We use the information gained from observations, as well as from photographs or videos of the children, to document their progress and plan their next steps. We believe that parents and carers know their child best and we ask you to contribute to the assessment process by sharing information about what your child likes to do at home and how you support their development.

We make periodic assessment summaries of children’s achievement based on our on going development records. These form part of children’s Learning Journeys. We undertake these assessment summaries at regular intervals as well as times of transition, such as when a child goes on to school.

Records of Achievement

The setting keeps a record of achievement for each child and these will be referred to as your child’s ‘Learning Journey’. Staff and parents/carers working together on their children’s record of achievement is one of the ways in which the key person and parents work in partnership.

Your child’s record of achievement helps us to celebrate together his/her achievements and to work to provide what your child needs for his/her well-being and to make continued progress. Your child’s key person will work with you to keep this record. To do this you and the key person will collect information about your child’s needs, activities, interests and achievements. This information will enable the key person to identify your child’s stage of progress.

Key Person

Our setting uses the key person approach. This means that each member of staff has a group of children for whom s/he is particularly responsible. Your child’s key person will be the person who works with you to make sure that what we provide is right for your child’s particular needs and interests. When your child first starts at the setting, we will inform you of who your child’s key person is and they will help your child to settle. They will remain your key person throughout your child’s time at the setting and will help your child to benefit from the setting’s activities. Should your child’s key person be absent, or leave the setting, another key person will be assigned and you will be notified as to who they are.

Special Educational Needs

Each child will be able to progress at his/her own rate in all areas of development. We have a member of staff who is our nominated SENCO (Special Educational Needs Coordinator). A detailed policy can be viewed on our website or by request and discussion with your child’s key person and Pre-School Manager is welcomed. Our staff also recognise the need to help develop the education of children who are gifted and talented.

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