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Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) provides the standards, commitments and principles underpinning the learning, development and care of children aged 0 to 5 years old attending early years settings in England. This page will give you a glimpse of the organisation and structure that sits behind our planning of your child’s education and well being.

Further information about the Early Years Foundation Stage (EYFS) is available on our specific nursery pages linked below.

RGS Springfield Nursery

RGS The Grange Nursery

RGS Dodderhill Nursery

Early Years Framework

The Early Years Framework is statutory for school leaders, school staff, childcare providers and childminders working in the following early years settings:

  • Local authority-maintained schools
  • Non-maintained schools
  • Independent schools
  • Academies and free schools
  • Nurseries
  • Private nursery schools
  • Pre-schools/playgroups
  • Childminding
Early years children sat together reading a book

EYFS Areas of Learning

There are seven main EYFS areas of learning within the Early Years Foundation Stage. Practitioners use these areas of learning as a basis to help form planning and the specific activities and opportunities for learning provided in the setting.

Prime EYFS Areas of Learning

Personal, Social and Emotional Development

Communication and Language

Physical Development

Specific EYFS Areas of Learning

Understanding the World

Expressive Arts and Design



EYFS Profile

The Early Years Foundation Stage Profile Handbook is a guidance document used to support early years professionals in assessing and documenting children’s learning and development.

At the end of their Reception year, each child has an Early Years Foundation Stage Profile Assessment carried out. The EYFS Profile summarises each child’s learning and development in order to inform parents/carers, help the transition from Reception to Year One and support the Year One teacher in understanding each child’s development and learning needs which are then used to plan effective provision that is suitable for all children in the class.

EYFS Profile Framework Handbook

EYFS Early Learning Goals

The EYFS Profile uses 17 Early Learning Goals (ELGs) to assess a child’s attainment. The ELGs are based on the EYFS areas of learning and detail what the average child is expected to be able to do by age 5.

In the EYFS Profile, the teacher will also provide an assessment regarding development in the three characteristics of effective learning – playing and exploring, active learning, and creating and thinking critically.

Each ELG is given a grading of either ‘expected’, ‘emerging’ or ‘exceeding’ and a short statement is provided for the characteristics of effective learning. Throughout the year, the teacher will conduct formal and informal observations with each child to form evidence towards meeting an ELG. The teacher will also consult with parents/carers and the child to gain additional evidence that will be included in the EYFS Profile.

The EYFS Profile is not viewed as a pass or fail test, it is a way of ensuring that the transition from Reception to Year One is as smooth as possible. Whether your child is expected, emerging or exceeding the ELGs, the central focus of the EYFS Profile is that each child’s needs are effectively identified and catered for.

Communication and Language
ELG 01 – Listening and Attention
ELG 02 – Understanding
ELG 03 – Speaking

Physical Development
ELG 04 – Moving and Handling
ELG 05 – Health and Self-Care

Personal, Social and Emotional Development
ELG 06 – Self-Confidence and Self-Awareness
ELG 07 – Managing Feelings and Behaviour
ELG 08 – Making Relationships

ELG 09 – Reading
ELG 10 – Writing

ELG 11 – Numbers
ELG 12 – Shape, Space and Measures

Understanding of the World
ELG 13 – People and Communities
ELG 14 – The World
ELG 15 – Technology

Expressive Arts and Design
ELG 16 – Exploring and Using Media and Materials
ELG 17 – Being Imaginative

Hear from children in our Early Years settings

Our ‘Outstanding’ inspection report 2015 related by children from our Early Years settings