In the context of the Early Years Foundation Stage (EYFS), statutory guidance refers to requirements that early years providers must follow because they are defined within legislation or statutory…
Read moreProgression | EYFS
Progression in the Early Years Foundation Stage describes how children’s learning and development build over time. As children gain experience, explore ideas, and develop skills, their understanding…
Read moreProfessional Judgement | EYFS
Professional Judgement describes the process by which early years practitioners interpret what they observe and make informed decisions about children’s development and learning…
Read moreSpecific Areas | EYFS
The Specific Areas are four areas of learning within the Early Years Foundation Stage (EYFS) that support children in developing knowledge, understanding, and skills across different aspects of the…
Read morePrime Areas | EYFS
The Prime Areas are three areas of learning within the Early Years Foundation Stage (EYFS) that support children’s early development. These areas focus on the skills and experiences that are…
Read moreObservation–Assessment–Planning (OAP) Cycle | EYFS
The Observation–Assessment–Planning (OAP) Cycle describes a continuous process used by early years practitioners to support children’s learning and development. It involves observing…
Read moreEYFSP (Early Years Foundation Stage Profile) | EYFS
The Early Years Foundation Stage Profile (EYFSP) is the assessment completed by practitioners at the end of the Reception year. It summarises each child’s development across the Early Learning…
Read moreEYFS Statutory Framework
The EYFS Statutory Framework is the official document published by the Department for Education that sets out the legal requirements for early years providers in England. It defines how providers…
Read moreEarly Learning Goals (ELGs) | EYFS
Early Learning Goals outline the knowledge, skills, and understanding that children are expected to demonstrate by the end of the Reception year. They are used as part of the Early Years Foundation…
Read moreDevelopment Matters | EYFS
Development Matters is guidance designed to help practitioners understand how children typically develop and learn during the early years. It outlines examples of development across the Areas of…
Read moreCurriculum Intent | EYFS
Curriculum intent describes the goals and priorities that guide the design of a curriculum. It explains what practitioners want children to learn and why particular experiences and opportunities are…
Read moreCurriculum Implementation | EYFS
Curriculum Implementation describes how the intended curriculum is delivered through practice. While curriculum intent outlines what children are expected to learn, implementation focuses on…
Read moreCurriculum Impact | EYFS
Curriculum Impact refers to the difference that a curriculum makes to children’s learning and development. It focuses on the outcomes of educational experiences and how these contribute to…
Read moreCoherence (Curriculum) | EYFS
Curriculum coherence describes how well the different parts of a curriculum connect and support each other. In a coherent curriculum, learning experiences are not isolated activities but form part of…
Read moreBest Fit Assessment | EYFS
Best Fit Assessment refers to the process of deciding which developmental description most closely reflects a child’s overall learning and development, based on the evidence available…
Read moreCharacteristics of Effective Learning (CoEL) | EYFS
The Characteristics of Effective Learning describe the ways in which children approach learning in the Early Years Foundation Stage (EYFS). Rather than focusing on what children learn, they describe…
Read moreAreas of Learning | EYFS
Areas of Learning are the structured categories of development and education set out within the Early Years Foundation Stage (EYFS) framework. They define the key domains through which…
Read moreEarly Years Foundation Stage | EYFS
The Early Years Foundation Stage (EYFS) describes the stage of learning and development that takes place from birth until the end of the Reception year in England. During this stage, children experience…
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