Putting the EYFS Curriculum into Practice

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How should practitioners and leaders set about designing and implementing their curriculum in the Early Years Foundation Stage? Written by experts in the field, this book provides clear, practical guidance on each of the 7 areas of learning and development in the revised (2021) EYFS. Chapters cover key topics including, assessment, inclusion of children with SEND, English as an Additional Language, equalities, anti-racism, provision for disadvantaged children, professional development and using research and evidence. Designed for practising teachers, early years educators, students on early years degrees and trainee teachers, this engaging book provides an accessible guide to putting revised EYFS into practice. Dr Julian Grenier CBE is the headteacher of Sheringham Nursery School and Children’s Centre. He was the lead writer of Development Matters (2021). Caroline Vollans is a psychoanalyst and author. She writes for a wide range of early years publications and is author of Wise Words: How Susan Isaacs Changed Parenting. The Department for Education explainsthat ‘Children are defined as having reached a Good Level of Development (GLD) at the end of the EYFS if they have achieved the expected level for the ELGs in the prime areas of learning and the specific areas of mathematics and literacy. This helps teachers and parents to understand broadly what a child can do in relation to national expectations.’ Dr Julian Grenier CBE is the headteacher of Sheringham Nursery School and Children's Centre. He was the lead writer of Development Matters (2021). If I have not yet learned to love Darth Vader, I have at least made some useful discoveries while watching him play. As I interrupt less, it becomes clear that boys play is serious drama, not morbid mischief. Its rhythms and images are often discordant to me but I must try to make sense of a style that, after all, belongs to half the population of the classroom.

However, you can decide how this requirement is met, for example, there are various schemes around the country that support supervised toothbrushing. You may want to speak to your local authority about this.

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there is a new focus on early language and extending vocabulary, with more examples on how to embed and develop vocabulary skills across all 7 areas, because this improves child development in a broad curriculum How should practitioners and leaders set about designing and implementing their curriculum in the Early Years Foundation Stage? Adding this requirement does not mean that you must carry out supervised toothbrushing. You will not be required to assess children’s oral health. It’s important to start with a clear understanding of your local context: what do children bring to your setting? What do they need you to offer them? What does your assessment information tell you about the progress children make? All of this information can help you to pinpoint priorities for improvement. You might need to focus more on certain areas of the curriculum: for example, if many of your children have limited space to play,

The revised EYFS (2021) has put a much greater emphasis on the curriculum, with its more detailed Educational Programmes outlining the sorts of experiences and activities which we should offer to children. Chapters cover key topics including, assessment, inclusion of children with SEND, English as an Additional Language, equalities, anti-racism, provision for disadvantaged children, professional development and using research and evidence. All of this, of course, also fits very well with the focus on curriculum and pedagogy within the new framework. Effective practice has always been about owning your own curriculum decisions and pedagogy. Following a framework or intervention blindly without understanding the ‘why’ doesn’t tend to end well. By starting with a focus on child development and effective assessment processes teaching can be underpinned by clear reasoning and understanding. When knowledge of our children effectively informs what happens next, our curriculum and pedagogy become meaningful to both our staff and our children. This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children’s experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children’s interests and developmental needs that will enable every learner to thrive. If you're coming to Coles by car, why not take advantage of the 2 hours free parking at Sainsbury's Pioneer Square - just follow the signs for Pioneer Square as you drive into Bicester and park in the multi-storey car park above the supermarket. Come down the travelators, exit Sainsbury's, turn right and follow the pedestrianised walkway to Crown Walk and turn right - and Coles will be right in front of you. You don't need to shop in Sainsbury's to get the free parking! Where to Find Us

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The conference is all about the putting the curriculum into action, with a special focus on equity for every child. Professional Development can lead to improvements in quality. But, in practice, it doesn’t always succeed in that. Professional Development has to be planned carefully, delivered well and regularly evaluated. It needs to be seen as a year-round activity, not a one-off event.

We have republished Development Matters. While it’s not compulsory, we recommend that you use it with the new statutory framework. The change The early learning goals should not be used as a curriculum. They should be used as an assessment during the summer term of the reception year. The changes The Development Matters non-statutory curriculum guidance for the early years foundation stage can help inform your approach to curriculum, putting the educational programmes into practice. Changes to safeguarding and welfare The changes Educational programmes, referred to by some people as the ‘early years curriculum’, are the areas of learning and development which must shape the activities and experiences that children have in your early years setting, at all ages. Your setting should use the educational programmes to decide the approach to curriculum that is right for you.Lastly the authors stipulate that despite the ambitions of the EYFS, childminders have not been able to see the practical effect of this. It could be argued that there is too much paperwork involved for them within the EYFS. However there is evidence that most childminders have developed knowledge and understanding of how to put the EYFS into practice and use it to identify, plan and provide foe individual children’s needs in their care. On the other hand many childminders have given up their jobs due to this and others who are thinking of this. On one forum a childminder writes her views on the EYFS Curriculum and how she feels about it which can be accessed on In your setting, is the recording of progress a barrier to effective adult interaction and the building of positive relationships? In the early years, you are often in a position where you are feeding children. How do you cope when you have a fussy or anxious eater?

Just wanted to let people know about this excellent publication ( Edited by Julian Grenier and Caroline Vollans) and how much we, the FSF/Tapestry education team, are enjoying it. We meet every week to discuss all things early years and primary and at every other meeting we choose a chapter to read and discuss. It's been such a great experience- keeping us all up to date with the latest thinking and helping us to express our own views to each other. If I were still running a setting, I'd be using this in staff meetings. Thoroughly recommend it. I think some of my colleagues are going to come in and say something about the chapters they chose, but the one I was particularly interested in was Jan Dubiel's 'Understanding Assessment and Curriculum'.But let’s take things one step at a time. One of the key objectives of the review and subsequent reform of the EYFS statutory guidance was around assessment and, from my point of view, this should be the key priority for schools and settings. Once your aims are clear, you are ready to plan your Professional Development programme. This is most likely to be effective if it’s based on the best available evidence and clearly focused on improving children’s experiences in your setting. Consider how your programme will lead to: Dr Julian Grenier CBEis the headteacher of Sheringham Nursery School and Children’s Centre.He was the lead writer of Development Matters (2021). Quality matters to all children. But it matters especially for disadvantaged children. So, it’s important for every early years setting to have a plan to improve quality and to support any children who might be in danger of falling behind the majority.