Early Years Foundation Stage and the Curriculum

At St Michael’s Nursery we believe that every child deserves the best possible start in life, to help achieve this we deliver the Early Years Foundation Stage (EYFS) in a safe and stimulating environment. We hope to support the children in our care and help them reach their full potential.   LEARNING & DEVELOPMENT The Early Years Foundation Stage (EYFS) is the statutory framework to support children’s learning, development and welfare. There are four themes incorporated in the EYFS and at St. Michael’s nurseries these are embedded into our everyday nursery practices. The themes are:
  • A unique child
  • Positive relationships
  • Enabling environments
  • Learning and development
  • Each child is closely monitored by our professional Nursery Nurses, who are trained to evaluate, extend and develop each child’s individual learning. Children become actively involved in their own learning journey and develop independence and responsibility.
  • So that your child is at the centre of their own learning, we use their interests and incorporate these into our planning, which is all linked directly to the EYFS.
There are 3 prime areas:
  1. These are fundamental to your child’s ongoing learning and are prime areas that help support them in all other learning.
  2. 3. Physical development.
  3. 2. Communication and language,
  4. Personal, social and emotional development,
  1. In addition, there are 4 specific areas:
  2. 1. Literacy,
  3. 2. Mathematics,
  4. 3. Understanding the world,
  5. 4. Expressive arts and design that include essential skills and knowledge for children to participate in society.
  6. The ways in which your child engages with other people and their environment are referred to as the Characteristics of Effective Learning
  1. Playing and exploring – this could be going on a bug hunt, having a positive attitude and approach to new experiences, enjoying what they are doing or going to the woods for a bear hunt.
  2. Active learning – for example attempting to use scissors, persisting until they have cut the paper in half or being proud of what they have achieved and showing it to others.
  3. Creating and critical thinking – Having their own ideas and using the Nursery Nurses to develop and extend these, for example junk modelling to make a giant car.
At our nurseries, we recognise and appreciate that these characteristics underpin learning and development across all areas, and will support your child to remain an effective and motivated learner.

The EYFS Progress Check (from age 2).

The Early Years Foundation Stage requires that parents and carers must be supplied with a short written summary of their child’s development in the three prime learning and development areas (see above) when the child is between 24-36 months.

The aim of the progress check is to:

  • Review a child’s development in the three prime areas of the EYFS
  • Ensure that parents have a clear picture of their child’s development
  • Enable practitioners to understand the child’s need and plan activities to meet them within our setting.
  • Enable parents to understand the child’s needs and, with support from practitioners, enhance development at home.
  • Note areas where a child is progressing well and identify any areas where progress is less than expected.
  • Describe actions the provider intends to take to address any developmental concerns (including working with other professionals where appropriate).

The progress check:

  • will be completed by the child’s key worker in conjunction with the baby room leader and senior nursery nurse in the toddler room;
  • arises from the ongoing observational assessments carried out as part of everyday practice in the setting;
  • is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently;
  • takes account of the views and contributions of the parents;
  • takes into account the views of other practitioners and, where relevant, other professionals working with the child;
  • enables children to contribute actively to the process.
In the case of children who are attending more than one setting, the progress check would normally be carried out by the child’s key person at the setting where the child spends the greatest amount of time each week. However, the setting carrying out the progress check should consider whether it would be helpful to get the views of other practitioners working with the child at the other setting’s. If a child moves between settings between 24 and 36 months, leaders and managers of the respective settings should agree which provider will complete the check. It will usually be the setting where the child has spent the most time to date.