''Learning is not a race for information,
it's a walk of discovery.'' - Anonymous
The Early Years Foundation Stages - Statutory Framework
The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes. The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.As well as being the core document for all professionals working in the foundation years, the EYFS framework gives mums and dads confidence that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience.
Key Workers, 2 Year Checks and 6 Week Settle Period
Children thrive from a base of loving and secure relationships. This is normally provided by a child’s parents but it can also be provided by a key person. A key person is a named member of staff with responsibilities for a small group of children who helps those children in the group feel safe and cared for. The role is an important one and an approach set out in the EYFS, It involves the key person in responding sensitively to children’s feelings and behaviours and meeting emotional needs by giving reassurance. The key person is a familiar figure who is accessible and available as a point of contact for parents and one who builds relationships with the child and parents or carers.
Records of development and care are created and shared by the key person, parents and the child. Smaller groups form greater bonds between the child and the key person in a way that large groups cannot easily do. These groups allow the key person to better ‘tune into’ children’s play and their conversations to really get to know the children in the group well. Children feel settled and happy and are more confident to explore and as a result become more capable learners.
Every child is observed for a full 6 weeks before any observations are recorded, this is a perfect opportunity for both key workers, practitoners and children to get to know one another.
Children between the age of 2 and 3 years will need to have a 2 year check completed. This however must not be confused with the check the Health Visitor will perform.
2 - 3 Years
All Children who start Happy Days Kindergarten between 2 and 3 years will be observed by their key worker using the development matters in the Early Years Foundation stage (EYFS). These areas are called 'Prime Areas', each prime area has a number of aspects.
Personal, Social and Emotional Development - Making Relationships, Self Confidence and Self Awareness and Managing Feelings and Behaviour.
Physical Development - Moving and Handling and Health and Self-Care
Communication and Language - Listening and Attention,Understanding and Speaking
3 - 5 Years
All Children between the ages of 3 and 5 years will be observed by their key worker using the development matters in the Early Years Foundation stage (EYFS). These areas are called 'Prime Areas' and 'Specific Areas', both areas have a number of aspects.
Prime Areas - as above (same as ages 2-3 years).
Specific Areas - Literacy - Reading and Writing
Mathematics - Numbers, Space, Shapes and Measures
Understanding the World - People and Communities, The World and Technology
Expressive Art and Design - Exploring and using Media, Materials and Being Imaginiative
In all age groups these observations will be recorded in your childs profile and kept up to date. This Information will then be transferred into individual termly summaries and graded into relevent months of where your child is in their development. They will be sent home for you to read, sign and comment. All the above gives us a greater sense of how your child is progressing and if early intervention is needed. ie. Speech and language therapy etc.