Early Years Foundation Stage Framework Handbook 2019-2020
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Early Years Foundation Stage
Framework Handbook
2019-2020FOREWORD
“Our task is to educate our students whole being so they can face the future. We may not see the
future, but they will and our job is to help them make something of it.”
Ken Robinson
The purpose of this framework handbook is to provide HeadStart parents with an overview of the content
delivered throughout the Early Years Foundation Stage. Children in each year group will be exposed to
activities created to support secure development and learning through well thought out, play based
experiences. Much thought goes into ensuring that there is a seamless transition between the years as
the children’s development continues.
We hope that you will join us in helping your child to access the wealth of knowledge available in their
increasingly sophisticated world. Engage their curiosity where you can – ask questions, encourage them
to explain, talk to them about their learning.
Should you have questions relating to anything in this handbook, please do not hesitate to speak to your
child’s Homeroom Teacher or Deputy Teacher, our Deputy Head of Foundation; Miss Hannah Brown, or
myself.
Sam Khan
Head of School, Foundation and PrimaryChildren are born ready, able and eager to learn. They actively reach out to interact with other people and
the world around them.
Development is not an automatic process, however. It depends on each unique child having opportunities
to interact in positive relationships and enabling environments.
At HeadStart we believe that the opportunities children receive in the early years set the foundations to
inspire a love for learning. Working with the UK Early Years Foundation Stage (EYFS) our foundation team
will provide endless opportunities for children play, experience, explore and learn.
The Early Years Foundation Stage sets standards for the learning, development and care of children from
birth to 5 years old. Focusing on seven areas of learning, in the earlier years there is strong focus on the
prime areas, as children grow the specific areas are introduced. When your child reaches the end of their
reception year they will have been provided with the care and education required to meet the Early
Learning Goals.
Prime areas:
Personal, Social and Emotional Development.
In order for children to become confident, social members of society and resilient learners they must be
supported in their ability to make relationships, manage their feelings and behaviour and develop their self
confidence and self-esteem. Children will learn together in an environment that supports them holistically.
Your child’s teachers will support all aspects of this area through play, discussion and by being good role
models themselves. Children will learn to resolve conflicts, be assertive and have the confidence to follow
their talents. As well as becoming resilient young people, your child will be supported in making positive
relationships with their peers and adults within the school.
Making Relationships Self confidence and Self-esteem Managing feelings and behaviour
Early Learning Goal Early Learning Goal Early Learning Goal
Children play co-operatively, taking turns Children are confident to try new activities, Children talk about how they and
with others. They take account of one and say why they like some activities more others show feelings, talk about their
another’s ideas about how to organize than others. They are confident to speak in own and others’ behaviour, and its
their activity. They show sensitivity to a familiar group, will talk about their ideas, consequences, and know that some
others’ needs and feelings, and form and will choose the resources they need for behaviour is unacceptable. They work
positive relationships with adults and their chosen activities. They say when they as part of a group or class, and
other children. do or don’t need help. understand and follow the rules. They
adjust their behaviour to different
situations, and take changes of
routine in their stride.
Communication and language.
Speaking, understanding, listening and attention make up this area of development.
At HeadStart we have a wealth of languages and cultural backgrounds. Children will be taught in English,
thus supporting their English language skills. At HeadStart children will be developing and learning in alanguage rich environment with teachers modelling and teaching language through play. This area is also
supported by the Department for Education UK Letters and Sounds program.
For many children English is not their first language, opportunity to speak in their mother tongue with their
peers will not be discouraged. At HeadStart we believe that in order to develop an additional language,
early years children must have a secure first language to attach it to.
Listening and attention Understanding Speaking
Early Learning Goal Early Learning Goal Early Learning Goal
Children listen attentively in a range of Children follow instructions involving Children express themselves
situations. They listen to stories, several ideas or actions. They answer ‘how’ effectively, showing awareness of
accurately anticipating key events and and ‘why’ questions about their listeners’ needs. They use past,
respond to what they hear with relevant experiences and in response to stories or present and future forms accurately
comments, questions or actions. They events. when talking about events that have
give their attention to what others say happened or are to happen in the
and respond appropriately, while future.
engaged in another activity. They develop their own narratives
and explanations by connecting ideas
or events.
Physical development.
Moving and handling covers both large and fine motor skills. Your child will receive Physical Education (PE)
lessons delivered by dedicated PE teachers as well as swimming lessons during their time at HeadStart,
supporting their ever developing large motor skills. We aim to inspire children to enjoy physical activity,
something that is extremely important to life-long well-being.
Fine motor skills include the ability to use tools, write, fasten zips and buttons. Whilst with their
homeroom teacher children your child will be subjected to various activities to promote these skills.
Additionally to physical skill, your child will become aware of how to be safe and healthy. Children will
discover the importance and health benefits of food, exercise and sleep as well as how to support
themselves independently with dressing and taking care of their personal hygiene.
Moving and Handling Health and Self-care
Early Learning Goal Early Learning Goal
Children show good control and co-ordination in Children know the importance for good health of physical
large and small movements. exercise, and a healthy diet, and talk about ways to keep
They move confidently in a range of ways, safely healthy and safe. They manage their own basic hygiene
negotiating space. They handle equipment and tools and personal needs successfully, including dressing and
effectively, including pencils for writing. going to the toilet independently.Specific areas:
Literacy.
Literacy activities will promote your child’s ability to read and write. Phonics will be delivered through the
DfE Letters and Sounds Programme as well as activities planned by our creative and experienced teachers
to support their writing and understanding of written information. Children will have access books, text in
the environment and be provided with a writing area to practice their writing skills.
Reading Writing
Early Learning Goal Early Learning Goal
Children read and understand simple sentences. They Children use their phonic knowledge to write words in
use phonic knowledge to decode regular words and ways which match their spoken sounds. They also write
read them aloud accurately. They also read some some irregular common words. They write simple
common irregular words. They demonstrate sentences which can be read by themselves and others.
understanding when talking with others about what Some words are spelt correctly and others are
they have read. phonetically plausible.
Mathematics.
Divided in to two areas; Number and Space, Shape and Measurement children will learn to count, think
about and begin solving basic mathematical equations and develop and understanding of how shape,
space and measurement is used throughout daily life and in the environment. Various resources and well
thought out activities and experience will support your child’s mathematical curiosity through play.
Number Shape, Space and Measure
Early Learning Goal Early Learning Goal
Children count reliably with numbers from one to 20, Children use everyday language to talk about size, weight,
place them in order and say which number is one capacity, position, distance, time and money to compare
more or one less than a given number. Using quantities and objects and to solve problems.
quantities and objects, they add and subtract two They recognise, create and describe patterns. They
single-digit numbers and count on or back to find the explore characteristics of everyday objects and shapes
answer. They solve problems, including doubling, and use mathematical language to describe them.
halving and sharing.Understanding the world.
This area of development covers People and Communities, The World and Technology. Children will be
provided with activities to support their learning such as the opportunity to use ICT, get messy with
experimental play and going out to explore their environment; discussing what they can see. Throughout
the year topics such as ‘people who help us’ will provide children with knowledge about our wider
community. Children are also encouraged to share experiences that they have with their families, for
example celebrations and going to the beach or the zoo.
People and communities The world Technology
Early Learning Goal Early Learning Goal Early Learning Goal
Children talk about past and present Children know about similarities and Children recognise that a range of
events in their own differences in relation to places, objects, technology is used in places such as
lives and in the lives of family members. materials and living things. They talk about homes and schools. They select and
They know that the features of their own immediate use technology for particular
other children don’t always enjoy the environment and how environments might purposes.
same things, and vary from one another. They make
are sensitive to this. They know about observations of animals and plants and
similarities and explain why some things occur, and talk
differences between themselves and about changes.
others, and among
families, communities and traditions.
Expressive arts and design.
Imaginative play is crucial to allow children to practice and act out what they have learnt and observed.
Children will be encouraged through resources to design their own role play with their peers, thus
supporting their ability to make relationships.
Art and music sessions delivered by dedicated teachers will give children access to expressive arts and
design classes throughout the week. Children will be given opportunities to explore colour, make their own
creations, follow instructions, sing and play instruments in order to express themselves and develop talent.
Exploring and using materials Being imaginative
Early Learning Goal Early Learning Goal
Children sing songs, make music and dance, and Children use what they have learnt about media and
experiment with ways of changing them. They safely materials in original ways, thinking about uses and
use and explore a variety of materials, tools and purposes. They represent their own ideas, thoughts and
techniques, experimenting with colour, design, feelings through design and technology, art, music, dance,
texture, form and function. role play and stories.
Observation and assessment.
Learning and Development progress will be documented through regular observations, evidence such as
photographs or copies of children’s work. Observation and evidence will be linked to the EYFS
development matters; part of the EYFS that sets out the milestones children should achieve by certain
ages. At HeadStart we understand that some children may be meeting these stages in their home
language, however the assessment is carried out in English.You can find the EYFS Development Matters here: https://www.foundationyears.org.uk/wp- content/uploads/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf This document is a useful tool for parents as well as teachers. You can check your child’s expected development level as well as find information on how you can support your child further at home.
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