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 [...]
The target audience for this guidance is primarily Early Years Consultants (EYCs), but it is also relevant to School Improvement Partners (SIPs) and leaders/managers of Early Years settings (including headteachers, Early Years Foundation Stage (EYFS) coordinators and leading practitioners). The aim of this material is, through the support and challenge role of the EYC and [...]
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 [...]
Training package which aims to establish an understanding of the principles of the Foundation Stage and how they can be used to ensure an effective transition to Key Stage 1. This material is for all staff and members of the governing body in maintained primary schools. Download Continuing the Learning Journey.
The purpose of the guidance materials in the Early Years Quality Improvement Support Programme (EYQISP) is to provide local authority early years consultants and leaders of early years settings with tools to support continuous quality improvement in line with the principles of the Early Years Foundation Stage Framework. They also draw on the Ofsted self [...]
Drawn from the Early Years Foundation Stage and Communicating Matters and covers all aspects of learning in Communication, Language and Literacy (CLL). It reflects the principles of the Key Elements of Effective Practice since its use encourages practitioners to develop, demonstrate and continuously improve their practice and provision in order to improve outcomes for children. [...]