Early Years Foundation Stage – England

See also EYFS Profile – England page and Early Years page.

GOV.UK – Early years (under 5s) foundation stage framework (EYFS) – from 3 April 2017.

Foundation Years – Early years outcomes.

DfE – The Early Years Foundation Stage (EYFS) Learning and Development requirements:
Guidance on exemptions for early years providers.

DfE – The Early Years Foundation Stage (EYFS) Learning and Development Requirements: Guidance on exemptions for individual children.

DfE – Exemptions from the Early Years Foundation Stage (EYFS): Learning and Development Requirements – Consultation Report & Government Response.

Inspection guidance

Ofsted – School inspection handbook.

Ofsted – Common inspection framework: education, skills and early years from September 2015.

Ofsted – Early years inspection changes from September 2015: Ofsted letter to providers.

Foundation Years

Foundation Years – Overall Reforms to the 2012 EYFS Framework.

Foundation Years – Development Matters in the Early Years Foundation Stage (EYFS).





1 Comment

  1. DfE consultations – Consultation on a Revised Early Years Foundation Stage (EYFS) (Learning and Development Requirements) (Amendment) Order 2012

    Areas if learning and educational programmes

    It is regrettable that non fiction material is not explicitly mentioned especially as many boys find this material ‘ignites their interest’

    It is regrettable that the description does not clarify that children should use their knowledge and skills in meaningful contexts

    Understanding the world
    It is regrettable that the description does not clarify that at least some of the exploration and finding out should be prompted by children’s own enquiries

    Expressive arts and design
    Glad this includes sharing their thoughts, ideas and feelings rather than reproducing adults’ expressions

    Important omission to have nothing on using talk to organise thinking and clarify ideas. This is important in developing scientific thinking, writing and learning across the areas of learning
    Important omission that children’s capability to raise and and voice their own questions is not recognised. The descriptor does not allow provoked intellectual curiosity to be an example of understanding.
    It is regrettable that this descriptor does not give enough weight to reading texts of significance to children. It could be understood as reading ‘test’ sentences and have the unintended consequence of demotivating children and stifling the curriculum
    Important omission to have nothing on writing for a purpose. This descriptor will lead to writing activities boys in particular will find more than irksome
    The examples of problem solving are limiting and halving is likely to be taught as a technique with the danger that children reproduce techniques but do not solve problems
    The world
    Children are capable of generating their own enquiries and there is no expectation explicit in the description that this will happen. This descriptor provides for passive learners who respond rather than take the initiative. This omission inhibits the development of scientific behaviours
    People and communities
    Children are asked to be sensitive to the needs of others but not to expect others to be sensitive to them. This is an important omission.

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