The statutory Early Years Foundation Stage (EYFS) framework, developed by the Department for Education (DfE), sets standards for the learning, development and care of children during the EYFS (from birth to age five). This framework, which was given legal force by regulations made under the Childcare Act 2006, sets out requirements for learning and development in terms of: 

• areas of learning and development which shape educational programmes 
• early learning goals
• assessment arrangements.

The framework also specifies the safeguarding and welfare requirements that providers must meet to keep children safe and promote their welfare.

Steering documents

The EYFS framework is based on four overarching principles which guide early years provision. 

1. ‘Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured.  
2. Children learn to be strong and independent through positive relationships.
3. Children learn and develop well in enabling environments, in which their experiences respond to their individual needs, and there is a strong partnership between practitioners and parents and / or carers. 
4. Children develop and learn in different ways [….] and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities’ (p.6). 

It sets out learning and development requirements in terms of: 

• the areas of learning and development which shape educational programmes (activities and experiences) for children in all early years settings;
• the early learning goals that providers must help children work towards - the knowledge, skills and understanding children should have at the end of the EYFS;
• the assessment arrangements for measuring progress (and requirements for reporting to parents and / or carers)

The framework also specifies the safeguarding and welfare requirements that providers must meet to keep children safe and promote their welfare. See pages 16 to 35 of the EYFS framework for further information.

The EYFS framework was introduced in September 2008. It was revised in 2012 and 2014, and the current framework came into effect in April 2017. The Foundation Years website, which is funded by the DfE, contains the current and previous EYFS frameworks and summarises the changes introduced by each update.

Areas of learning and development

The EYFS framework includes 17 early learning goals, grouped into 7 areas of learning and development: 3 ‘prime areas’ and 4 ‘specific areas’.

The prime areas and associated early learning goals are: 

• communication and language - listening and attention, understanding, speaking 
• physical development - moving and handling, health and self-care 
• personal, social and emotional development - self-confidence and self-awareness, managing feelings and behaviour, making relationships. 

The four specific areas and associated early learning goals are:  

• literacy - reading, writing 
• maths - numbers, shape, space and measures
• understanding the world -  people and communities, the world, technology 
• expressive arts and design - exploring and using media and materials, being imaginative.

Educational programmes must be developed by providers so that they involve activities and experiences which belong to the 7 areas of learning and development.

Practitioners must also consider the individual needs, interests and stages of development of each child when planning challenging and enjoyable activities and experiences for them.

Further information is available on pages 7 to 12 of the EYFS framework.

The EYFS framework does not specify the amount of time to be spent on each area of learning and development. Early years practitioners, headteachers and staff decide on the timetable (and on the organisation of teaching groups / classes and classrooms).

Note: Since September 2018, 25 schools across England have been trialing a set of revised early learning goals, aimed at supporting children’s early development in language and vocabulary in reception class. The revised goals form part of a wider package of reform, alongside the introduction of a reception baseline assessment (see the article on ‘Assessment’ for further information). The revised goals are available on the Foundation Years website.

Pedagogical approaches

The EYFS framework states that each area of learning and development ‘must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity’ (p.9). It is, however, a matter of professional judgement as to the balance to maintain between activities led by children, and activities led or guided by adults. That said:

‘As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning’ (p.9).

The framework also identifies three characteristics of effective teaching and learning which must be reflected in practice:

• ‘playing and exploring - children investigate and experience things, and ’have a go';
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things’ (p.10). 

There is no system of approval of teaching methods and materials; early years providers make decisions about these in the context of the EYFS framework. A wide range of materials is usually provided to facilitate children’s play and learning, e.g. toys, books, ICT equipment, art and craft materials, and musical instruments, and there is normally no charge for these.

Page 30 of the EYFS framework states that providers must offer access to an outdoor play area or, if this is not possible, ensure children take part in outdoor activities daily.   

Assessment

This article describes the assessment arrangements in place during the Early Years Foundation Stage (EYFS), the phase of education spanning the period from birth to age five. 

The EYFS framework, which sets standards for the learning, development and care of children during this phase, and which is statutory in all early years settings in receipt of government funding, states that ongoing (formative) assessment, through practitioner observation of children, is an integral part of the learning and development process. It states also that this ongoing assessment is important for understanding children’s level of achievement, interests and learning styles, and for shaping learning experiences to reflect these observations. The government does not prescribe how ongoing assessment should be undertaken.

The framework also requires children to be formally assessed at two points. The first is a progress check between the ages of two and three (known as the ‘progress check at age two’). The second is the completion of the Early Years Foundation Stage Profile (EYFSP) at the end of the EYFS at age five.

Progress check at age two

The progress check at age two considers children’s progress in all seven areas of learning and development in the EYFS framework, although it focuses on the three ‘prime areas of learning’ - communication and language; physical development; and personal, social and emotional development. The other ‘specific areas of learning’ are literacy; mathematics; understanding the world; and expressive arts and design.

The progress check aims to enable early identification of development needs so that, where necessary, additional support can be put in place.

Following the progress check, early years providers must supply parents and carers with a short, written summary of their child’s development in the prime areas of learning. Beyond these three areas, the practitioner can decide what the summary should include, reflecting the developmental level and needs of the individual child. The summary must, however, highlight:

• areas in which a child is progressing well;
• areas in which some additional support might be needed and, in particular, any areas where there is a concern that a child may have a developmental delay;
• the activities and strategies the provider intends to adopt to address any issues or concerns.

No standard format is required for completing and reporting on the check.

Practitioners must also discuss with parents and carers how the summary of their child’s development can support learning at home. They should encourage parents / carers to share information from the progress check with other relevant professionals, including those in any new provision the child transfers to, and health visitors (see ‘Healthy Child Programme review’ below).

Pages 13-14 of the EYFS framework provide further information on the progress check at age two.

Early Years Foundation Stage Profile (EYFS)

The Early Years Foundation Stage Profile (EYFSP) records children’s development against the 17 early learning goals, which are linked to the seven areas of learning of the EYFS framework. It is completed for each child in the final term of the year in which he or she reaches age five, typically in primary school rather than an early years provider, and is not intended to be used for children’s ongoing assessment.

The aim of the EYFSP is to provide a well-rounded picture of a child’s knowledge, understanding and abilities; their progress against expected levels; and their readiness for Year 1 of primary education (children aged 5 to 6).

The EYFSP indicates whether children are:

• meeting expected levels of development (‘expected’);
• exceeding expected levels (‘exceeding’);
• not yet reaching expected levels (‘emerging’). 

It combines ongoing practitioner observation; all relevant records held by the early years setting; and information from discussions with parents, carers and any other adults the teacher, parent or carer judges can offer a useful contribution.

The Profile must be shared with parents and carers who must have the opportunity to discuss it. It is also shared with the next year’s teacher(s) in Year 1 of primary education, together with a short commentary on each child’s skills and abilities in relation to three key characteristics of effective learning laid down in the EYFS framework. These are:

• ‘playing and exploring - children investigate and experience things, and ’have a go’;
• active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; 
• creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things (p.10).

All providers in receipt of government funding, including academies, must take part in these assessment arrangements.

Guidance on the Early Years Foundation Stage Profile (EYFSP)

The Early Years Foundation Stage Profile (EYFSP) Handbook (November 2018) provides guidance for practitioners on making accurate judgements of each child’s attainment during the Early Years Foundation Stage (EYFS). It may be used alongside the EYFSP exemplification materials, which demonstrate national standards for each of the 17 early learning goals. The materials show the level of learning and development expected at the end of the EYFS and illustrate how information can be gathered to support Early Years Foundation Stage Profile (EYFSP) judgements.

In addition, statutory guidance is available from the Standards and Testing Agency (STA) on the assessment and reporting arrangements for the EYFS. This includes details of the respective responsibilities of those involved in assessing and reporting the EYFSP, including headteachers, governing bodies and local authorities (LAs).

In accordance with this statutory guidance, and with The Childcare (Provision of Information about Young Children) (England) Regulations 2009 (as amended), early years providers in receipt of government funding must provide information about the assessments they carry out to LAs. Local authorities are under a duty to return this data to the Department for Education (DfE). They also have a duty to monitor and moderate EYFSP judgements to ensure that providers are making assessments that are consistent across settings. Guidance on moderation for LAs is included in the EYFS Profile Handbook.

Changes to assessment in the EYFS

The Early Years Foundation Stage Profile (EYFSP) was due to become non-statutory from September 2016 when it was intended that a new ‘baseline assessment’ would be introduced. The ‘baseline’ assessment was intended to take place within a few weeks of children’s entry to the reception class in a primary school. However, in April 2016, the Government withdrew the planned arrangements for statutory baseline assessment and the EYFSP remains statutory.

Following a consultation on the future of assessment in primary education, which ran from March to June 2017, the Government announced a series of reforms to assessment in the early years. The reforms, which aim to improve the assessment of children’s development and school readiness, include:

1. introducing a baseline assessment (as originally planned in 2016), to be carried out within a few weeks of pupils’ entry to reception class. It is intended that this will be used in all schools by the end of 2020. However due to the challenging circumstances faced by schools in the context of the Covid-19 pandemic, statutory introduction of the baseline assessment has been postponed to Autumn 202;
2. revising the early learning goals in the EYFS. 25 schools have been using the revised goals since September 2018;
3. launching two new early learning goals aimed at improving early language and literacy development, particularly for disadvantaged children.

Healthy Child Programme review

During the Early Years Foundation Stage (EYFS), health professionals also carry out the Healthy Child Programme review when children are aged two to two-and-a-half. Details are set out in guidance published by the then Department of Health in 2009.

Since September 2015, local authorities (LAs), health professionals and early years providers have been encouraged to bring together the Healthy Child Programme review and the progress check at age two (see above) as an 'Integrated Review'. However, this is not a statutory requirement.

The purpose of the Integrated Review is to:

• identify the child’s progress, strengths and needs in order to promote positive outcomes in health and wellbeing, learning and behaviour;
• facilitate appropriate intervention and support for children and their families, especially those for whom progress is less than expected;
• generate information which can be used to plan services and contribute to the reduction of inequalities in children’s outcomes.

The Integrated Review covers five key domains in relation to the child:

• personal, social and emotional development
• communication and language
• learning and cognitive development
• physical development and self-care
• physical health.

The National Children’s Bureau (NCB) has produced resources to support practitioners in carrying out Integrated Reviews.

Transition to primary school

The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. It defines what providers must do, working in partnership with parents and/or carers, to promote the learning and development of all children in their care, and to ensure they are ready for school.