Early Years in England

In England, childminders must follow the EYFS Statutory Framework for Childminders. EYFS stands for the Early Years Foundation Stage. When childminders are inspected by Ofsted or their agency, it is done so against this document. They are expected to have a good understanding of all parts of it and to follow it fully to ensure they are being legally compliant.

The EYFS Statutory Framework covers many aspects of a childminders business including safeguarding, ratios, assistants, record keeping, medications, first aid, assessments, two year check and learning and development.

If you would like to see the document for yourself, please follow the link below, which will take you to the government's website to view it. You will also see another EYFS Framework on that page and that's a separate document for larger settings on non domestic premises, group and school providers.

Early Years Foundation Stage Statutory Framework

Alongside the EYFS Statutory Framework, the government also produced a non statutory document called 'Development Matters', which is for learning and development curriculum guidance. To see the document in full, please have a look here. The Development Matters covers the Seven Areas of Learning and the Characteristics of Effective Teaching and Learning, which you can find more about below....

Development Matters

7 Areas of Learning and Development
in England

Early years development has been split into seven areas of learning that are categorised into two parts, known as the 'prime areas' and the 'specific areas', and documents have been created to guide childminders and other early years educators in their teaching of children.

The prime areas are the building blocks that support a child's early development, whilst the specific areas build upon these foundations by focusing on knowledge and skills.

Together, these seven areas see a child through from their birth until the end of their Reception Year. They give a great insight into the incredibly important learning and development that takes place during this time that sets a child up for their whole life!

When children reach the end of their Reception year, they are assessed by their teacher to determine whether they have reached their Early Learning Goals. If they achieve this, it is considered that they have reached a 'Good Level of Development'.

These Early Learning Goals don't feature in the earlier stages of the Development Matters document, as they are exclusive for the Reception Year, but childminders and other early years educators are mindful of them and they are including in the breakdowns of the Prime Areas and Specific Areas below.

Childminders nurture children and provide professional educational support to meet each child exactly where they are, determining what their next steps should be to make great progress. Childminders don't just get children 'school ready'; they help set the building blocks children need for their whole lives.

Prime Areas

The prime areas are the building blocks that support a child's early development and these 'headings' are the ones from the Early Learning Goals that a child is expected to attain by the end of their Reception year. The full teaching and learning that takes place before this, during the child's time with a childminder, can be seen here, in the Development Matters document.

Communication and Language

Listening, Attention and Understanding : Developing the ability to listen attentively in a range of situations, comprehending language and follow instructions.

Speaking: Encouraging children to express themselves effectively through spoken language.

Personal, Social, and Emotional Development

Self-regulation: Managing their emotions and behaviour with support from adults and building a positive sense of self.

Managing Self: Selecting and use resources independently, following instructions and having confidence in own abilities.

Building Relationships: Forming positive relationships with adults and peers, developing social skills such as the ability to take turns.

Physical Development

Gross Motor Skills: Children Demonstrating spatial awareness, good control and coordination in large movements.

Fine Motor Skills: Improving hand eye coordination, control and coordination in small movements using hands and fingers.

Specific Areas

The specific areas build upon the prime areas foundations by focusing on knowledge and skills, and these 'headings' are the ones from the Early Learning Goals that a child is expected to attain by the end of their Reception year. The full teaching and learning that takes place before this, during the child's time with a childminder, can be seen here, in the Development Matters document.

Literacy

Comprehension: Developing the ability to understand and describe what's happening in a text when listening to someone read it and using vocabulary appropriately in situations.

Word Reading: accurately reading simple words and Comprehending language and following instructions.

Writing: putting down on paper simple sentences that can be read by themselves and others.

Mathematics

Number: Understanding numbers to 10 on a deep level with subitising and recall, some addition and subtraction.

Numerical Patterns: counting verbally beyond 20, exploring patterns such as evens, odds, doubles and sharing.

Understanding the World

Past and Present: Talking about events in their own lives and those of family members that have happened and are planned.

People, Culture and Communities: Showing an interest in cultures and communities that are similar and different to their own.

The Natural World: Exploring the natural environment and learning about seasons, plants and animals etc.

Expressive Arts and Design

Creating with Materials : Using a variety of materials creatively and experimenting with art, craft, and design.

Being Imaginative and Expressive: They use their imagination in role play and stories.

Building a positive sense of self and confidence in one's abilities.

Being Imaginative and Expressive: Using their imagination in role play, small world play and story telling.