At Blossoming Buddies we aim to offer children a safe fun and stimulating learning environment where each individual child can flourish.

We plan and deliver activities so children have rich learning opportunities. As a pre school we adhere to the Early Years Foundation Stage standards.

What is the EYFS

The Early Years Foundation Stage (EYFS) sets standards for the learning, development and care of children from birth to 5 years old. All schools and Ofsted-registered early years providers must follow the EYFS, including childminders, preschools, nurseries and school reception classes.

The Early Years Foundation Stage (EYFS) framework supports an integrated approach to early learning and care. It gives all professionals a set of common principles and commitments to deliver quality early education and childcare experiences to all children.

As well as being the core document for all professionals working in the foundation years, the EYFS framework gives parents and carers the confidence that regardless of where they choose for their child’s early education, they can be assured that the same statutory commitments and principles will underpin their child’s learning and development experience.

Here is the link to the current EYFS statutory framework:

Statutory framework for the early years foundation stage (publishing.service.gov.uk)

The early years outcomes/developmental matters is a non-statutory guide to support practitioners and inspectors to help in the understanding of child development through the early years. It can be used by childminders, nurseries and others, such as Ofsted, throughout the early years as a guide to making best-fit judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age. It is a guide to typical development while recognising that children develop at their own rates and in their own ways.

The link to Early Years Outcome/developmetal matters is:

Development Matters – non-statuatory cirriculum guidance for EYFS (publishing.service.gov.uk)

What to expect from the EYFS:

‘What to Expect When’, is a parent’s guide to the EYFS. The purpose of this booklet is to help parents and carers find out more about how their child is learning and developing during their first five years in relation to the EYFS.https://www.foundationyears.org.uk/wp-content/uploads/2018/11/what-to-expect-when-1.pdf?utm_campaign=836415_Foundation%20Years%20Newsletter%20December&utm_medium=email&utm_source=dotmailer&dm_i=3WYE,HXDR,4VYS18,1XX02,1

How is the EYFS delivered in the setting?

Ultimately through play;

Play underpins the EYFS. It also underpins learning and all aspects of children’s development. Through play, children develop language skills, their emotions and creativity, social and intellectual skills. For most children their play is natural and spontaneous although some children may need extra help from staff. Play takes place indoors and outdoors and it is in these different environments that children explore and discover their immediate world. It is here they practise new ideas and skills, they take risks, show imagination and solve problems on their own or with others. The role that adults have is crucial. Staff provide time and space and appropriate resources. These might include clothes, boxes, buckets, old blankets that will inspire play and fire children’s imaginations. Staff observe play and join in when invited, watching and listening before intervening. Staff value play and provide safe but challenging environments that support and extend learning and development.

Staff provide high quality planned experiences for children’s play to support children’s learning that is both enjoyable and challenging. When children play, they are learning at the highest level. Play can extend certain areas of their learning – for example, developing language skills by promoting talk between children or introducing new vocabulary that they use and act out in their play. One example of a planned experience for older children in the EYFS would be setting up a health centre in a classroom. Children enjoy finding out about stethoscopes and Xrays, role playing different jobs, diagnosing a sore throat and even bandaging a pretend broken arm. Such a playful approach to learning builds on children’s interests and responds to their ideas for play and also allows scope for structured activities to teach specific skills and knowledge.

 The Early Years Foundation Stage is made up of seven areas of learning:

The prime areas:

·         Communication and Language

·         Physical Development

·         Personal, Social and Emotional

The specific areas:

·         Literacy

·         Mathematics

·         Understanding the world

·         Expressive arts and design

None of these areas can be delivered in isolation from the others. They are equally important and depend on each other. All areas are delivered through a balance of adult led and child-initiated activities. In each area there are Early Learning Goals that define the expectations for most children to reach by the end of the Foundation Stage.

Characteristics of effective learning

Playing and Exploring

‘Children’s play reflects their wide ranging and varied interests and preoccupations. In their play children learn at their highest level. Play with peers is important for children’s development.’ 

Through play children explore and develop learning experiences which help them make sense of the world. They practise and build up ideas and learn how to control themselves and understand the need for rules. They have the opportunity to think creatively alongside other children as well as on their own. They communicate with others as they investigate and solve problems. They express fears and re-live anxious experiences in controlled and safe situations.

Active Learning

‘Children learn best through physical and mental challenges. Active learning involves other people, objects, ideas and events that engage and involve children for sustained periods.

Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence, they learn to make decisions. This provides children with a sense of satisfaction as they take ownership of their learning.

Creativity and Thinking Critically

‘When children have opportunities to play with ideas in different situations and with a variety of resources they discover connections and come to new and better understandings and ways of doing things. Adult support in this process enhances their ability to think critically and ask questions.’ 

Children are given opportunities to be creative through all areas of learning, not just through arts. Staff can support children’s thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around in the setting to extend their learning.