This is a very important stage as it helps your child get ready for school as well as preparing them for their future learning and successes. From when your child is born up until the age of 5, their early years experience should be happy, active, exciting, fun and secure, and support their development, care and learning needs. In the framework was revised to make it clearer and easier to use, with more focus on the things that matter most.
This new framework also has a greater emphasis on your role in helping your child develop. It sets out:. The Characteristics of Effective Learning and the prime and specific Areas of Learning and Development are all interconnected.
The ways in which the child engages with other people and their environment — playing and exploring, active learning and creating and thinking critically — underpin learning and development across all areas and support the child to remain an effective and motivated learner.
The prime areas begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas. The prime areas continue to be fundamental throughout the EYFS. Free e-learning about the process is available. In addition, we have prepared a summary and providers can also access free Prevent Awareness e-learning. This guidance from EMAS outlines the steps that children go through when acquiring an additional language and gives suggestions about how practitioners can support them in this journey within an inclusive environment.
The Early Years Team can carry out an audit of safeguarding practice on request, and have a number of useful guidance documents for use alongside this to help you to ensure your safeguarding systems are up to date and robust. Please contact the team for more information or to arrange a visit. Further guidance and useful links can be found here. This short guide from adoptionUK gives an overview of some issues facing adopted children and their families, and practical strategies to help nurseries and families work together to enable an adopted child to settle in and to thrive.
If you have 2 year olds at your setting, you'll need to assess their progress in the EYFS prime areas. You can choose when to complete the checks, but it may be helpful if the ASQ at 27 months has already been completed by the Healthy Child Team.
In addition, the Learning Together about Learning project is a comprehensive resource to support the effective implementation of the EYPP which is being continuously updated. Subitising, by the way, is simply the ability to recognise the number of items in a group, without actually counting them.
The Government commissioned Dr Julian Grenier to update Development Matters , to bring it in line with the new EYFS, reflect up to date research, and create a document that moved away from the existing inappropriate tick list practices. The guide is very comprehensive, with detailed information on child development and Early Years practice, including understanding self-regulation, attachment and developing high-quality provision. Both documents are non-statutory. DfE and Ofsted have made it clear that there is no expectation that practitioners should refer to any particular non-statutory guidance.
It is completely up to you to choose to use either, both or neither of these, or any other guidance that you find helpful in your practice. One of the aims of the revised EYFS and Development Matters update was to remove the burden of paperwork that has arisen over recent years, with some practitioners spending more time creating progress records for children than being with the children themselves.
It is clearly written on every page of Development Matters that it should not be used as a tick list or series of necessary steps to be reached. Now is the time to overhaul your recording systems and consider who you are doing it for. If it is just for Ofsted, stop. Inspectors will not ask to see any written proof of progress or other documentation that is not a requirement.
Instead, they will expect practitioners to know their children well be able to talk about their interests, development and progress. Consider if what you are recording is useful. To view this licence, visit nationalarchives. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. The EYFS framework sets the standards to make sure that children aged from birth to 5 learn and develop well and are kept healthy and safe.
The framework changed on 1 September and you can find out more below about the changes and how they affect you. The changes to the EYFS statutory framework have been made to:. The new early years foundation stage EYFS framework was published on the 31 March and should be used by all Ofsted registered early years providers in England from 1 September Development Matters is the non-statutory curriculum guidance for the new EYFS framework that everyone can use from September Your setting should use the educational programmes to decide the approach to curriculum that is right for you.
The Development Matters non-statutory curriculum guidance for the early years foundation stage can help inform your approach to curriculum, putting the educational programmes into practice. There have been some minor changes to the safeguarding and welfare section, including a new requirement to promote the good oral health of children.
This could include things like talking to children about the effects of eating too many sweet things, or the importance of brushing your teeth. Adding this requirement does not mean that you must carry out supervised toothbrushing.
However, you can decide how this requirement is met, for example, there are various schemes around the country that support supervised toothbrushing. You may want to speak to your local authority about this. If supervised toothbrushing is something you decide to introduce, you should also read the guidance on supervised toothbrushing during coronavirus COVID No changes have been made to the progress check at age 2. This is the only statutory assessment that people working with pre-reception children will need to carry out.
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