Welcome to EYFS!
Every Child Matters
by Clare Graham – Head of EYFS
It is with great pleasure that I welcome you to The BSE and the E YFS department. We believe that every child deserves the best possible start in life and the support that enables them to fulfil their potential. Here, at the BSE, E arly Years teachers shape their teaching according to the p rinciples of the B ritish Statutory Framework for the E arly Years Foundation Stage and we believe in a h olistic approach to each child’s i ndividual learning throughout their early years experience.
In EYFS p lay is the means through which children find s timulation , w ell-being and happiness . It is the means through which children g row physically, intellectually and emotionally . Play is the most important thing for children to do and the most relevant way of offering learning, both indoors and outdoors. Our l earning environment is well suited to meeting children’s needs for all types of p lay , as well as building upon first-hand experiences as much as possible.
★ EYFS Framework
The S tatutory Framework for the E arly Years Foundation Stage (EYFS) sets the s tandards
for p romoting the l earning, development and safety of children from birth to five years. At
BSE we follow the Statutory Framework in EYFS for children from 2 ½ years to 5½ years .
The curriculum is a f ramework for setting out the a ims of a programme of education, including the knowledge and understanding that is to be gained in each stage and for
evaluating what k nowledge and s kills children have g ained against expectations.
Some important concepts we consider, within this framework, are that prior knowledge
allows learning of new information to take place and that progress means knowing more and remembering more.
We believe in
➢ Equality and I nclusion
➢ Sharing g ood practice
➢ Transition Matters
➢ Parent I nclusion
Early Years education aims to ensure that young children have high-quality learning
experiences before they start school. At BSE our Early Years Department approach this
➢ Communication and language activities
➢ Play-based learning
➢ Interactive story-books, creative and physical activities
➢ Parent support to encourage learning at home
By following this learning approach, we aim to improve learning outcomes and by
incorporating e-learning into our curriculum it helps children remember information more
clearly, motivate them to develop new skills and supports them mentally whether they are
right or wrong. E-learning also encourages interaction when working in groups.
➢ ViewSonic ViewBoards in all Early Years classrooms
○ Offering i nteractive flat panel displays with content sharing and interactive
touch. ViewBoard displays help with presentations, brainstorming,
collaboration and decision making. Children are able to write, edit and draw
on-screen as well as participate in interactive games.
★ Learning Platforms
At BSE in EYFS we use the following so as to enhance your child’s learning and development:
○ A s ecure online learning journal to help record and celebrate all the learning
and fun during your child’s time in EYFS
➢ Monster Phonics
○ A whole class s cheme with a colour coded g rapheme system unique to
○ Fun Monster Phonics Characters that the children love
○ Audio-Visual prompts to help the children ‘see’ the individual sound within a
word and help them to pronounce it correctly
○ Parent r esources and s upport
➢ Active Learn
○ Bug Club for all Early Years Classes
○ Power Maths for Reception (FS2)
➢ Google Classroom
○ Early Years R eading Room
○ Early Years Certificats – Weekly R ewards
○ Online Classroom
○ Parent Focus Group – parent liaison and support
➢ Oxford Owl for School and Home
○ Ebook library
○ Educational activities and games
○ Advice and parent support
○ Animated read-aloud books
○ Child friendly and safe
○ Extensive library of books
Planning is key for any h igh-quality early years programme
➢ Our L ong Term Plan follows the Early Years Framework
➢ Our M edium Term Planning focuses on or around a t heme which shows the objectives
in all 7 Areas of Learning . Our themes range from 4 to 6 weeks.
➢ Planning is c ollaborative within a year group
➢ Our planning is done for the p rovision as a whole and for i ndividual children, thereby
meeting their u nique needs.
➢ To ensure that l earning is e ffective and p rogressive , moving towards meeting the
Early Learning Goals at the end of R eception (FS2).
➢ We follow the four A’s in lesson planning
○ Activating prior knowledge
○ Acquiring new knowledge
○ Applying the knowledge
○ Assessing the knowledge
★ Assessment & Observation
Assessment in EYFS is in two parts –
➢ On-going assessment ( formative assessment) which is what we do on a daily basis to
ensure the decisions we make are related to what the child has learned or can do already
so as to help them move forward – ‘ next-steps ’
➢ End of term assessments ( summative assessment) which evaluates all the different
learning and information from ‘ on-going assessments ’.
All this information is added to Tapestry (Learning Journal) showing each individual child’s
achievements related to the Early Years Foundation Stage Profile , showing the levels they have
reached in the 7 Areas of Learning and Development .
Main focus of Summative Assessment is on the Prime Areas of Learning
➢ PSED (Personal, Social and Emotional Development)
➢ PD (Physical Development)
➢ C&L (Communication and Language)
We also assess some Specific Areas of Learning during Summative Assessments
Working collaboratively with parents to meet the individual needs of a child
➢ Sharing information
➢ Building relationships based on mutual trust and respect
Observation in EYFS
Observations of children are vital because each child has a unique skill set and observations in
different situations capture these first hand. We observe the following areas as this gives us
reliable information about children as individuals
➢ What a child chooses to do
➢ What their interests are
➢ Who do they like to play with
➢ Who do they like to work with
➢ What resources do they enjoy playing with
The Observing What a Child is Learning approach in the Development Matters in the Early Years
Foundation Stage document can support developing systematic observations.
➢ Observations can provide opportunities to gauge children’s needs and more accurately
help us to plan ‘next steps’ in their learning.
➢ Observations are ongoing and a large part of our daily routine.
➢ Observations are discussed with the child, their parents and as a team to give us a
starting point for a holistic approach so as to ensure the child is central to what is
★ Development Matters
Development is not an automatic process. It depends on each unique child having opportunities
to interact in positive relationships and enabling environments .
The four themes of the EYFS underpin all the guidance. The image below – Development
Matters shows how these themes and principles that inform them, work together for children in
The Development Matters document can help us to support children’s learning and development,
by closely matching what we provide to a child’s current needs.
★ Characteristics of Effective Learning & Areas of Learning and Development
The C haracteristics of Effective Learning and the prime and specific Areas of Learning and
Development are all interconnected. The Unique Child reaches out to relate to people and
things through the Characteristics of Effective Learning as you can see in the table below.
At BSE in Early Years we have two Year Group Coordinators (YGC) who also teach in their
respective year groups. Every class has a class teacher, Co-teacher , matron and nannie to
support the daily activities within the class and to ensure the adult to child ratio meets guidelines
for safeguarding requirements..
➢ Alongside the 7 Areas of Learning and Development outlined in the EYFS Framework , we also
adhere to the Egyptian Ministry of Education guidelines, and provide all pupils with Arabic