This guidance is intended to help practitioners plan to meet the diverse needs of all children. This section refers to principles for early years education which are drawn from, and are evident in, good and effective practice in early years settings.   Download Curriculum guidance for the foundation stage – Principles for early years education

The Secretary of State for Children, Schools and Families announced in June 2008 a review of the Early Years Foundation Stage (EYFS) for 2010, the Tickell Review.  This literature review provided part of an evidence-base to inform this review.   Download Early Years Learning and Development Literature Review

This handbook is part of a package of materials designed to promote the development of good practice among leaders and managers in ensuring that all children make good progress throughout the Early Years Foundation Stage (EYFS). It is intended as guidance for leaders and managers to reflect on how best to review children’s learning and [...]

Research shows high-quality early learning and care is important because children who attend higher quality preschool provision tend to do better throughout primary school, particularly in reading. Evaluation of the two-year-old free entitlement to childcare backs this up. It showed that those children who had attended a high-quality setting had a significant improvement to their [...]

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 [...]