Why allow independent schools exemptions when they are apparently doing an excellent job of delivering the EYFS? Many independent schools follow the EYFS with few problems, and can see the benefits of this type of framework for younger children. However, others are keen to offer the type of education that parents are requesting, which is [...]

As you know, the Department for Education consulted in May and June 2012 on proposals to revise arrangements for exemptions from the EYFS learning and development requirements. The proposals included introducing a new route for good quality independent schools, as well as maintaining a more streamlined ‘established principles’ route. Minsters have decided to proceed with the [...]

1.    Can I order a hard copy of the new framework online? Reducing bureaucracy, alongside spending controls, has changed the way the Government produces and communicates guidance and other similar documents. The controls mean that hard copies of documents will rarely be produced and online versions are the default. Using a digital approach means that [...]

This guidance invites all practitioners to reflect on the quality of their provision for children of Black African and Black Caribbean heritage or any mixed Black background. Set within the themes and principles of the Early Years Foundation Stage (EYFS), this publication is one of a set of Early Years Foundation Stage materials giving additional [...]

This guidance invites practitioners across the whole range of Early Years Foundation Stage (EYFS) settings to reflect on the quality of their provision for Gypsy, Roma and Traveller (GRT) children and their families. It is set within the context of the themes, principles and commitments of EYFS and adds to the guidance on inclusive practice [...]

Data from the Foundation Stage Profile, 2004–2006, suggests that boys are achieving less well than girls across all areas of learning and that more girls are working securely within the early-learning goals than boys. These early gender differences in achievement reflect a pattern that can continue into Key Stage 4.   Using the four principles [...]