Stat Framework for EYF Stage Booklet

Statutory Framework for the Early Years Foundation Stage

Setting the Standards for Learning, Development and Care for children from birth to five

STATUTORY FRAMEWORK

Statutory Framework for the Early Years Foundation Stage

Setting the Standards for Learning, Development and Care for children from birth to five

Section 1 – Introduction

Purpose and aims of the Early Years Foundation Stage

1. Every child deserves the best possible start in life and support to fulfil their potential. A child's experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their abilities and talents as they grow up. When parentschoose to use early years services they want to know that provision will keep their children safe and help them to thrive. The Early Years Foundation Stage (EYFS) is the framework that provides that assurance.
2. The overarching aim of the EYFS is to help young children achieve the fiveEvery Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well-being by:

N setting the standards for the learning, development and care young children should experience

when they are attending a setting outside their family home, ensuring that every child makes progress and that no child gets left behind;

N providing for equality of opportunity and anti-discriminatory practice and ensuring that every

child is included and not disadvantaged because of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability;

N creating the framework for partnership working between parents and professionals, and

between all the settings that the child attends;

N improving quality and consistency in the early years sector through a universal set of

standards which apply to all settings, ending the distinction between care and learning in the existing frameworks, and providing the basis for the inspection and regulation regime;

N laying a secure foundation for future learning through learning and development that is

planned around the individual needs and interests of the child, and informed by the use of ongoing observational assessment.

Context and legal responsibilities

3. The EYFS is a central part of the ten year childcare strategyChoice for parents, the best start for childrenand the landmark Childcare Act 2006. The Act provides the context for the delivery of the EYFS and taken together with the other elements of the strategy, the EYFS will be central to the delivery of the new duties on improving outcomes and reducing inequalities.
4. Recent years have seen significant developments in early years curriculum and standards. The EYFS builds on these and practitioners will recognise continuity with the principles, pedagogy and approach of theCurriculum Guidance for the Foundation Stage, theBirth to Three Matters framework, and theNational Standards for Under 8s Daycare and Childminding. These three frameworks are replaced by the EYFS and will be repealed.
5. The EYFS is given legal force through an Order and Regulations made under the Act. From September 2008 it will be mandatory for all schools and early years providers in Ofsted registered settings attended by young children – that is children from birth to the end of the academic year in which a child has their fifth birthday.

6. The term 'early years provider' includes: maintained schools; non-maintained schools; independent schools; and childcare registered by Ofsted on the Early Years Register (to be introduced in September 2008), all of which are required to meet the EYFS requirements. From September 2008 it is the legal responsibility of these providers to ensure that their provision meets the learning and development requirements, and complies with the welfare regulations, as required by Section 40 of the Act.

About this document

7. This document contains the statutory framework for the EYFS. It sets out the legal requirements relating to learning and development (the early learning goals; the educational programmes; and the assessment arrangements) in Section 2 and the legal requirements relating to

welfare (safeguarding and promoting children's welfare; suitable people; suitable premises, environment and equipment; organisation; and documentation) in Section 3. The learning and development requirements are given legal force by the Early Years Foundation Stage (Learning and Development Requirements) Order 2007 made under Section 39 (1) (a) of the Childcare Act 2006. The welfare requirements are given legal force by Regulations made under Section 39 (1) (b) of the Childcare Act 2006. Together, the Order, the Regulations and the Statutory Framework document make up the legal basis of the EYFS. The requirements in this document have statutory force by virtue of Section 44 (1) of the Childcare Act 2006.

8. Providers have a duty to ensure that their early years provision complies with the learning and development requirements, and the welfare requirements. In addition, this document contains statutory guidance. All providers must have regard to this guidance, which means they must take it into account and, if they decide to depart from it, they must have clear reasons for doing so and be able to demonstrate that their alternative approach achieves the ends described in this guidance. Ofsted will take account of any failure to have regard to this guidance when exercising its functions, including any proceedings which are brought under the Act.
9. This document is referred to as theStatutory Framework for the Early Years Foundation Stage and is part of a package of materials which comprise:

N this document – legal requirements relating to learning and development (including assessment)

and the welfare requirements and statutory guidance;

N Practice Guidance for the Early Years Foundation Stagebooklet – the areas of Learning and

Development, non-statutory guidance, additional advice and information;

N EYFS resources for providers and practitioners – CD-ROM, poster and Principles into Practice

cards.

A principled approach

10. The EYFS principles which guide the work of all practitioners are grouped into four distinct but complementary themes:

N A Unique Child

N Positive Relationships

N Enabling Environments

N Learning and Development

11. Effective practice in the EYFS is built on these four guiding themes. They provide a context for the requirements and describe how practitioners should support the development, learning and care of young children. The themes are each broken down into four commitments describing how the principles can be put into practice. The EYFSPrinciples into Practicecards explain how practitioners can use these in their day-to-day work.

N A Unique Child recognises that every child is a competent learner from birth who can

be resilient, capable, confident and self-assured. The commitments are focused around development; inclusion; safety; and health and well-being.

N Positive Relationships describes how children learn to be strong and independent from a

base of loving and secure relationships with parents and/or a key person. The commitments are focused around respect; partnership with parents; supporting learning; and the role of the key person.

N Enabling Environments  explains that the environment plays a key role in supporting and

extending children's development and learning. The commitments are focused around observation, assessment and planning; support for every child; the learning environment; and the wider context – transitions, continuity, and multi-agency working.

N Learning and Development  recognises that children develop and learn in different ways and

at different rates, and that all areas of learning and development are equally important and inter-connected.

12. This approach ensures that the EYFS meets the overarching aim of improving outcomes and reflects that it is every child's right to grow up safe; healthy; enjoying and achieving; making a positive contribution; and with economic well-being.

Setting the standards

13. The EYFS sets standards to enable early years providers to reflect the rich and personalised experience that many parents give their children at home. Like parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children's early years experiences – for example, a childminder who sees a child for two hours a day should consider what a child's individual needs are at that time of day, and ensure that the provision they deliver is both appropriate to those needs and complementary

to the education and care provided in the child's other setting(s). All types of providers have the potential to deliver the EYFS to an excellent standard.

Providing for equality of opportunity

14. Providers have a responsibility to ensure positive attitudes to diversity and difference – not only so that every child is included and not disadvantaged, but also so that they learn from the earliest age to value diversity in others and grow up making a positive contribution to society. Practitioners should focus on each child's individual learning, development and care needs by:

N removing or helping to overcome barriers for children where these already exist;

N being alert to the early signs of needs that could lead to later difficulties and responding quickly

and appropriately, involving other agencies as necessary;

N stretching and challenging all children.

15. All children, irrespective of ethnicity, culture or religion, home language, family background, learning difficulties or disabilities, gender or ability should have the opportunity to experience a challenging and enjoyable programme of learning and development.

Creating the framework for partnership working

16. Partnership working underpins successful delivery of the EYFS in a number of different ways.

N Where children receive education and care in more than one setting, practitioners must ensure

continuity and coherence by sharing relevant information with each other and with parents. Patterns of attendance should be a key factor in practitioners' planning.

N Close working between early years practitioners and parents is vital for the identification of

children's learning needs and to ensure a quick response to any area of particular difficulty. Parents and families are central to a child's well-being and practitioners should support this important relationship by sharing information and offering support to learning in the home.

N Practitioners will frequently need to work with professionals from other agencies, such as local

and community health services, or where children are looked after by the local authority, to identify and meet needs and use their knowledge and advice to provide children's social care with the best learning opportunities and environments for all children.

Improving quality and consistency

17. The EYFS brings together and simplifies the learning and development and welfare requirements, in addition to ending the distinction between care and learning and between birth-to-three and three-to-five provision. Most requirements are applicable to all types of setting so that, wherever they send their children, parents can be assured that essential standards of provision are in place.

Laying a secure foundation for future learning

18. It is crucial to their future success that children's earliest experiences help to build a secure foundation for learning throughout their school years and beyond. Practitioners must be sensitive to the individual development of each child to ensure that the activities they undertake are suitable for the stage that they have reached. Children need to be stretched, but not pushed beyond their capabilities, so that they can continue to enjoy learning. The keys to achieving this are:

N ongoing observational assessment to inform planning for each child's continuing development

through play-based activities;

N a flexible approach that responds quickly to children's learning and development needs; N coherence of learning and development across different settings and related to the child's

experience at home.

Section 2 – The learning and development  requirements

Overview of the learning and development requirements

1. This section sets out the learning and development requirements that all early years providers must by law deliver, regardless of type, size or funding of the setting. ThePractice Guidance

for the Early Years Foundation Stageand supporting resources provide information and advice designed to help practitioners meet these legal requirements in a way which reflects the needs of the individual children in their care and is appropriate to their setting.

2. Children are competent learners from birth and develop and learn in a wide variety of ways.

All practitioners should, therefore, look carefully at the children in their care, consider their needs, their interests, and their stages of development and use all of this information to help plan a challenging and enjoyable experience across all the areas of Learning and Development.

3. The Childcare Act 2006 provides for the EYFS learning and development requirements to comprise three elements:

N the early learning goals – the knowledge, skills and understanding which young children should

have acquired by the end of the academic year in which they reach the age of five;

N the educational programmes – the matters, skills and processes which are required to be taught

to young children;

N the assessment arrangements – the arrangements for assessing young children to ascertain

their achievements.

4. There are six areas covered by the early learning goals and educational programmes: N Personal, Social and Emotional Development;

N Communication, Language and Literacy;

N Problem Solving, Reasoning and Numeracy;

N Knowledge and Understanding of the World;

N Physical Development;

N Creative Development.

5. None of these areas of Learning and Development can be delivered in isolation from the others. They are equally important and depend on each other to support a rounded approach to child development. All the areas must be delivered through planned, purposeful play, with a balance of adult-led and child-initiated activities.

The early learning goals and educational programmes

6. The statutory early learning goals (detailed below) establish expectations for most children to reach by the end of the EYFS. They provide the basis for planning throughout the EYFS, so

laying secure foundations from birth for future learning. By the end of the EYFS, some children

will have exceeded the goals. Other children, depending on their individual needs, will be working towards some or all of the goals – particularly some younger children, some children with learning difficulties and disabilities and some learning English as an additional language. Detailed guidance on the early learning goals and how to work with children to achieve them is set out in thePractice Guidance for the Early Years Foundation Stage. The section below lists the education programmes followed by the early learning goals for each of the six areas of Learning and Development.

Personal, Social and Emotional Development

Educational programme

7. Children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children's emotional well-being to help them to know themselves and what they can do.

Early learning goals

8. By the end of the EYFS, children should:

N Continue to be interested, excited and motivated to learn.

N Be confident to try new activities, initiate ideas and speak in a familiar group.

N Maintain attention, concentrate, and sit quietly when appropriate.

N Respond to significant experiences, showing a range of feelings when appropriate.

N Have a developing awareness of their own needs, views and feelings, and be sensitive to the

needs, views and feelings of others.

N Have a developing respect for their own cultures and beliefs and those of other people.

N Form good relationships with adults and peers.

N Work as part of a group or class, taking turns and sharing fairly, understanding that there needs

to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.

N Understand what is right, what is wrong and why.

N Consider the consequences of their words and actions for themselves and others. N Dress and undress independently and manage their own personal hygiene.

N Select and use activities and resources independently.

N Understand that people have different needs, views, cultures and beliefs, that need to be treated

with respect.

N Understand that they can expect others to treat their needs, views, cultures and beliefs with respect.

Communication, Language and Literacy

Educational programme

9. Children's learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and disposition to do so.

Early learning goals

10. By the end of the EYFS, children should:

N Interact with others, negotiating plans and activities and taking turns in conversation.

N Enjoylisteningtoandusingspokenandwrittenlanguage,andreadilyturntoitintheirplayandlearning. N Sustain attentive listening, responding to what they have heard with relevant comments,

questions or actions.

N Listenwith enjoyment, and respond to stories, songs and other music, rhymes and poems and

make up their own stories, songs, rhymes and poems.

N Extend their vocabulary, exploring the meanings and sounds of new words.

N Speak clearly and audibly with confidence and control and show awareness of the listener. N Use language to imagine and recreate roles and experiences.

N Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

N Hear and say sounds in words in the order in which they occur.

N Link sounds to letters, naming and sounding the letters of the alphabet.

N Use their phonic knowledge to write simple regular words and make phonetically plausible

attempts at more complex words.

N Explore and experiment with sounds, words and texts.

N Retell narratives in the correct sequence, drawing on language patterns of stories.

N Read a range of familiar and common words and simple sentences independently.

N Know that print carries meaning and, in English, is read from left to right and top to bottom.

N Show an understanding of the elements of stories, such as main character, sequence of events

and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

N Attempt writing for different purposes, using features of different forms such as lists, stories

and instructions.

N Write their own names and other things such as labels and captions, and begin to form simple

sentences, sometimes using punctuation.

N Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

Problem Solving, Reasoning and Numeracy Educational programme

11. Children must be supported in developing their understanding of Problem Solving, Reasoning and Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Early learning goals

12. By the end of the EYFS, children should:

N Say and use number names in order in familiar contexts.

N Countreliably up to ten everyday objects.

N Recognise numerals 1 to 9.

N Usedeveloping mathematical ideas and methods to solve practical problems.

N In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting. N Use language such as more' or less' to compare two numbers.

N Find one more or one less than a number from one to ten.

N Begin to relate addition to combining two groups of objects and subtraction to taking away'.

N Use language such as greater', smaller', heavier' or lighter' to compare quantities.

N Talk about, recognise and recreate simple patterns.

N Use language such as circle' or bigger' to describe the shape and size of solids and flat shapes. N Use everyday words to describe position.

Knowledge and Understanding of the World

Educational programme

13. Children must be supported in developing the knowledge, skills and understanding that

help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake practical experiments'; and work with a range of materials.

Early learning goals

14. By the end of the EYFS, children should:

N Investigate objects and materials by using all of their senses as appropriate.

N Find out about, and identify, some features of living things, objects and events they observe. N Look closely at similarities, differences, patterns and change.

N Ask questions about why things happen and how things work.

N Build and construct with a wide range of objects, selecting appropriate resources and adapting

their work where necessary.

N Select the tools and techniques they need to shape, assemble and join materials they are using. N Find out about and identify the uses of everyday technology and use information and

communication technology and programmable toys to support their learning.

N Find out about past and present events in their own lives, and in those of their families and other

people they know.

N Observe, find out about and identify features in the place they live and the natural world. N Find out about their environment, and talk about those features they like and dislike.

N Begin to know about their own cultures and beliefs and those of other people.

Physical Development

Educational programme

15. The physical development of babies and young children must be encouraged through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices in relation to food.

Early learning goals

16. By the end of the EYFS, children should:

N Move with confidence, imagination and in safety.

N Move with control and coordination.

N Travel around, under, over and through balancing and climbing equipment.

N Show awareness of space, of themselves and of others.

N Recognise the importance of keeping healthy, and those things which contribute to this.

N Recognise the changes that happen to their bodies when they are active.

N Use a range of small and large equipment.

N Handle tools, objects, construction and malleable materials safely and with increasing control. Creative Development

Educational programme

17. Children's creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share their thoughts, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

Early learning goals

18. By the end of the EYFS, children should:

N Respond in a variety of ways to what they see, hear, smell, touch and feel.

N Express and communicate their ideas, thoughts and feelings by using a widening range of

materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.

N Explore colour, texture, shape, form and space in two or three dimensions.

N Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music.

N Use their imagination in art and design, music, dance, imaginative and role-play and stories.

The assessment arrangements

Assessment during the EYFS

19. Ongoing assessment is an integral part of the learning and development process. Providers

must ensure that practitioners are observing children and responding appropriately to help

them make progress from birth towards the early learning goals. Where practitioners require additional training in order to assess capably and objectively, it is the responsibility of the

provider to ensure practitioners receive the support that they need. Assessments should be

based on practitioners' observation of what children are doing in their day-to-day activities. As judgements are based on observational evidence gathered from a wide range of learning and teaching contexts, it is expected that all adults who interact with the child should contribute to the process, and that account will be taken of information provided by parents. An essential feature

of parental involvement is an ongoing dialogue, building on the partnership begun by any previous practitioner(s). Settings should report progress and achievements to parents throughout the EYFS.

20. ThePractice Guidance for the Early Years Foundation Stagesets out detailed formative assessment suggestions in the Look, listen and note' sections of the areas of Learning and Development. Practitioners should:

N make systematic observations and assessments of each child's achievements, interests and

learning styles;

N use these observations and assessments to identify learning priorities and plan relevant and

motivating learning experiences for each child;

N match their observations to the expectations of the early learning goals.

Assessment at the end of the EYFS – the Early Years Foundation Stage Profile

21. The EYFS Profile is a way of summing up each child's development and learning achievements at the end of the EYFS. It is based on practitioners' ongoing observation and assessments in all six areas of Learning and Development. Each child's level of development must be recorded against the 13 assessment scales derived from the early learning goals. Judgements against these scales, which are set out in Appendix 1, should be made from observation of consistent and independent behaviour, predominantly children's self-initiated activities.

22. Some children will have experienced a range of settings during the final year of the EYFS and may have a number of carers. In these cases the EYFS Profile must be completed by the provider where the child spends the majority of time between 8 am and 6 pm. Providers should take account of all available records and of any formal or informal discussions with the parents and with those involved with children in the previous year.
23. Children with special educational needs may be working below the level of the scales and require an alternative approach to assessment. In these cases providers may use the assessment systems of their local authority or other systems according to the needs of the children.
24. At the end of the EYFS providers must ensure that children are assessed against the 13 scales in the EYFS Profile. Providers may use the EYFS optional scales booklet (published by the QCA), the e-Profile (available from local authorities) or their own record keeping systems. Regulations made under Section 99 of the Childcare Act 2006 require early years providers to provide information about the assessments they carry out to local authorities. Local authorities are under a duty to return this data to the DfES.
25. Local authorities have a duty to monitor and moderate the EYFS Profile judgements to ensure that providers are making assessments that are consistent across settings. Providers must take part in these arrangements.

Assessment arrangements – the requirements

26. The assessment requirements are that:

N All providers must make arrangements for each child within the final year of the EYFS to be

assessed throughout the year by a practitioner. Practitioners must use the 13 scales and have regard to the scale points as set out in Appendix 1 to complete the EYFS Profile as a record of achievement.

N This must be completed in the final term of the year in which the child reaches the age of five and

no later than 30 June in that term.

N Providers must permit the relevant local authority to enter the premises at all reasonable times in

order to observe the implementation of the arrangements for the completion of the EYFS Profile. N Providers must permit the relevant local authority to examine and take copies of documents and

other articles relating to the EYFS Profile and assessments.

N Providers must take part in all reasonable moderation activities specified by their local authority. N Providers must provide the relevant local authority with such information relating to the EYFS

Profile and assessment as they may reasonably request.

N Within the final term of the EYFS providers must provide the parent of a child in relation to whom

the EYFS Profile has been completed:

a written summary reporting the child's progress against the early learning goals and the assessment scales;

where the parent requests it, a copy of the EYFS Profile;

details of the arrangements under which the EYFS Profile and its results may be discussed between a practitioner and the parent, giving a reasonable opportunity for the parent to discuss the EYFS Profile and its results with that practitioner.

N Where a child moves to a new provider during the academic year, the provider should send the

following information to the new provider within 15 days of a request from the new provider:

any EYFS Profile data recorded by the EYFS provider;

the provider's assessment made in respect of the child;

if no EYFS Profile of the child has been recorded by the EYFS provider, the reason why the assessment has not been carried out.

Section 3 – The welfare requirements

Overview of the welfare requirements

1. This section sets out the welfare requirements that all early years providers must meet, regardless of type, size or funding of the setting. ThePractice Guidance for the Early Years Foundation Stageand supporting resources provide information and advice designed to help practitioners meet these legal requirements in a way that reflects the needs of the individual children in their care and is appropriate to their setting.
2. Children learn best when they are healthy, safe and secure, when their individual needs are met and when they have positive relationships with the adults caring for them. The welfare requirements are designed to support providers in creating settings which are welcoming, safe and stimulating, and where children are able to enjoy learning through play, to grow in confidence and to fulfil their potential.
3. The general legal requirements are listed here and are then expanded with more detailed specific legal requirements in the grids on pages 22-40. Both the general and specific legal requirements have the force of regulations and therefore must be complied with by all early years providers. The grids also contain statutory guidance which providers must have regard to and take into account when seeking to fulfil the general and specific requirements. Where Ofsted considers that a provider has failed to comply with any of the welfare requirements, they may give notice to the provider setting out (i) in what respect the provider has failed to comply with the requirements
   2. what action the provider should take to comply, and (iii) the period within which the provider should take that action. It is an offence for a provider to fail to comply with such a notice.
4. It is an offence to fail to comply with certain of the welfare requirements. It is an offence for a registered provider to fail to notify Ofsted of certain events, which are set out in the relevant welfare requirements, and also in the Schedule to the welfare regulations. It is also an offence for a provider to give corporal punishment to a child, as set out under behaviour management on page 28 of this document.

The general welfare requirements Safeguarding and promoting children's welfare

The provider must take necessary steps to safeguard and promote the welfare of children.

The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill.

Children's behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs.

Suitable people

Providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so.

Adults looking after children must have appropriate qualifications, training, skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the needs of the children.

Suitable premises, environment and equipment

Outdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose.

Organisation

Providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs.

Documentation

Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children.

Meeting the welfare requirements

5. The requirements are set out in three sections: N overarching general legal requirements;

N specific legal requirements;

N statutory guidance.

6. Providers mustcomply with all the legal requirements set out and should have regard to the statutory guidance. Ofsted will base its regulatory and inspection judgements on whether a provider has met the general and specific legal requirements, and has had regard to the statutory guidance. This guidance gives examples of action providers are likely to have to take in order to meet the general and specific legal requirements; however, providers may be able to comply by using other methods, in which case they can depart from the statutory guidance provided that they are able to demonstrate that their alternative approach achieves the same ends.
7. Where it is specified that a registered person must notify Ofsted of the occurrence of events or changes, written notification must be made:

N where it is reasonably practicable to do so, in advance of the event occurring;

N in all other cases as soon as reasonably practicable, but not later than 14 days after the event

has occurred.

8. Group providers will be expected to have written copies of anypolicies and procedures which are required, for example, to safeguard children or promote equality of opportunity.Providers should ensure that all members of staff have been given copies of these policies and procedures as part of their induction, and that they are explained to, and accessible to, all parents.
9. Schools will not be required to have separate policies for the EYFS provided that the requirements are met through their policies which cover children of statutory school age. Childminders will be expected to ensure that any assistants are aware of all policies and procedures, and that they are able to clearly define them for parents and others as and when requested. However, it will not be necessary for childminders to have written copies of these policies and procedures.

10. It is essential that children are provided with safe and secure environments in which to interact and explore rich and diverse learning and development opportunities. Providers need to ensure that, as well as conducting a formal risk assessment, they constantly reappraise both the environments and activities to which children are being exposed and make necessary adjustments to secure their safety at all times.

Safeguarding and promoting children's welfare

Suitable people

Suitable premises, environment and equipment

There should be suitable facilities for the hygienic preparation of babies' feeds if necessary. Suitable sterilisation equipment is used for the sterilisation of babies' feeding equipment and dummies.

There should be at least one toilet and one hand basin for every ten children over the age of two. Except in childminding settings, there should normally be separate toilet facilities for adults. There should be adequate washing and toileting facilities for children who stay overnight.

There should be suitable hygienic changing facilities for changing any children who are in nappies and providers should ensure that an adequate supply of clean bedding, towels, spare clothes and any other necessary items are always available. Children should not be allowed access to any laundry facilities that are provided on site.

Where the early years provision takes place in a communal building such as a community centre or village hall, the part of the premises used by the early years provision should be for the sole use of the provision during the hours of operation. Ideally, the premises should have their own kitchen and toilet facilities but, where this is not possible, the provider should take steps to ensure that other users do not have a negative impact on the quality or safety of provision.

There should be an area where confidential information and necessary records can be kept and where staff may talk to parents confidentially. Staff should have a room or area available for breaks, away from areas being used by children.

Organisation

Documentation

Section 4 – Other information

Other legal duties

1. The EYFS requirements sit alongside other legal obligations and do not supersede or replace any other legislation which providers must still meet. For example, where provision is taking place in maintained schools there is a range of education legislation in place with which headteachers, teachers and other practitioners must comply. Providers should ensure that they are aware of the requirements of the Safeguarding Vulnerable Groups Act 2006 (which creates offences) and any guidance issued under this Act which lays the foundation for the introduction of a new vetting and barring scheme from autumn 2008. Other duties on providers include:

N employment laws;

N anti-discriminatory legislation; N health and safety legislation; N data collection regulations; N duty of care.

Competency in English

2. Parents may choose to have their children educated primarily in their home language and choose a provider specifically for this reason. Linguistic diversity should be valued and we do not want to take away from parents the choice of using a provider who can meet the EYFS requirements through languages other than English. However, it will be necessary for providers to demonstrate to Ofsted that their employees have a sufficient grasp of English to ensure the well-being of children in their care. For example, it must be clear to Ofsted that providers would be able to summon emergency help where necessary, keep certain records and share these with Ofsted, and read and understand instructions such as safety instructions, information

on administering medication or on food allergies. As part of the learning and development requirements, providers should also be able to support children to develop their Communication, Language and Literacy skills in English. Further information and advice on this issue is set out in thePractice Guidance for the Early Years Foundation Stage.

Exemptions

3. The EYFS framework is designed to be fully inclusive of all children's needs, recognising the need to respond to differences of ethnicity, culture, religion or belief, home language, family background, SEN, disability, gender or ability. There is significant flexibility to provide the six areas of Learning and Development in a way that reflects the needs and circumstances of each child. In the majority of cases, therefore, it will be possible to deliver the EYFS in a way that is compatible with providers' and parents' philosophies and beliefs. However, existing provisions for exemptions have been carried forward and re-enacted in Section 46 of the Childcare

Act 2006 which enables the Secretary of State to confer exemptions from the learning and development requirements in certain prescribed circumstances. Such exemptions will only be granted in exceptional circumstances and where the provider can demonstrate that every effort has been made to comply with the requirements.

Inspection and regulation

4. From September 2008, providers will be inspected by Ofsted under Sections 49 and 50 of the Childcare Act 2006. Ofsted will have regard to theStatutory Framework for the Early Years Foundation Stagedocument when they are carrying out their inspections. The EYFS replaces Birth to Three Matters, theCurriculum Guidance for the Foundation Stage, theFoundation Stage Profilehandbook, and theNational Standards for under 8s Daycare and Childminding.
5. With the exception of schools, all settings are required to be registered by Ofsted in respect of all their provision for children from birth to the end of the EYFS. Maintained, independent and non- maintained special schools are required to be registered only in respect of any provision they offer for children below the age of three. This is to ensure extra safeguards for the youngest and most vulnerable children.
6. Provision in schools for registered pupils aged three and over are not required to be registered because it is already taken account of by the main school inspection framework. Such schools will, however, be expected to meet the same standards as other providers. All settings will be regularly inspected against the EYFS requirements, and all provision made directly by schools will be inspected as part of a single inspection event with the main school inspection.

Local authorities

7. Section 13 of the Childcare Act 2006 requires local authorities to secure the provision of information, advice and training, whether delivered by themselves or by others, to meet the needs of local providers and support sufficiency of childcare provision.
8. Regulations made under Section 13 require that, within the context of the EYFS, this provision includes:

N training and support in meeting the requirements of the EYFS;

N ensuring that training in EYFS assessment and the completion of the EYFS Profile summaries is

offered to all providers who require it;

N meeting the needs of disabled children and those with special educational needs and the use of

effective safeguarding and child protection procedures;

N support in entering the childcare market and in meeting the registration and regulatory requirements.

9. In addition, local authorities must secure information, advice and training to all childcare providers who have been deemed inadequate by Ofsted; and to those who have been granted a temporary exemption for a specific period of time to give them an opportunity to develop their provision so that it meets the learning and development requirements of the EYFS.
10. Local authorities have the responsibility for assuring that EYFS Profile assessment judgements are moderated. They appoint and train moderators with appropriate experience of the EYFS and the early learning goals to secure consistent standards in assessment judgements.
11. Local authorities ensure that all providers are visited regularly as part of a cycle of moderation visits and notify the provider whether the EYFS Profile assessment is being carried out in accordance with requirements. Where the moderator judges that the assessment is not in line with the exemplified standards, the local authority can require the provider to arrange for the practitioner to participate in further training/moderation activities and to reconsider their assessments as advised by the moderator.

Where to go for help

12. Further copies of this document are available from DfES Publications. TheStatutory Framework for the Early Years Foundation Stage document is designed to be used together with the Practice Guidance for the Early Years Foundation Stagebooklet, which contains further information and advice, and the EYFS resources (the CD-ROM, the Principles into Practice cards and the poster). The various components of the overall EYFS package may be ordered separately from:

DfES Publications

PO Box 5050 Sherwood Park Annesley

Nottingham NG15 ODJ

Tel:  0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60

Appendix 1

Assessment scales

1  The EYFS Profile captures the early learning goals as a set of 13 assessment scales, each

of which has nine points. Early learning goals are presented individually or have been split or combined, where appropriate, for ease of use. The assessment scales are set out in the EYFS Profile booklet which practitioners may use.

2  The first three points describe a child who is still progressing towards the achievements

described in the early learning goals. Most children will achieve all of these three points before they achieve any of the early learning goals, but there may be some exceptions to this pattern. Where it is not possible to record assessments in relation to items 1-3 of the Profile scales, attainment at the end of the EYFS could be recorded in an appropriate alternative way.

3  Points 4-8 are drawn from the early learning goals themselves. These are presented in

approximate order of difficulty, according to evidence from trials. However, the points are not necessarily hierarchical and a child may achieve a later point without having achieved some or all of the earlier points.

4  Point 9 in each scale describes a child who has achieved all the points from 1-8 on that scale,

has developed further both in breadth and depth, and is working consistently beyond the level of the early learning goals.

Personal, Social and Emotional Development

Dispositions and Attitudes

1. Shows an interest in classroom activities through observation or participation.
2. Dresses, undresses and manages own personal hygiene with adult support.
3. Displays high levels of involvement in self-chosen activities.
4. Dresses and undresses independently and manages own personal hygiene.
5. Selects and uses activities and resources independently.
6. Continues to be interested, motivated and excited to learn.
7. Is confident to try new activities, initiate ideas and speak in a familiar group.
8. Maintains attention and concentrates.
9. Sustains involvement and perseveres, particularly when trying to solve a problem or reach a satisfactory conclusion.

Social Development

1. Plays alongside others.
2. Builds relationships through gesture and talk.
3. Takes turns and shares with adult support.
4. Works as part of a group or class taking turns and sharing fairly.
5. Forms good relationships with adults and peers.
6. Understands that there need to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously.
7. Understands that people have different needs, views, cultures and beliefs that need to be treated with respect.

8. Understands that (s)he can expect others to treat her or his needs, views, cultures and beliefs with respect.
9. Takes into account the ideas of others.

Emotional Development

1. Separates from main carer with support.
2. Communicates freely about home and community.
3. Expresses needs and feelings in appropriate ways.
4. Responds to significant experiences, showing a range of feelings when appropriate.
5. Has a developing awareness of own needs, views and feelings and is sensitive to the needs, views and feelings of others.
6. Has a developing respect for own culture and beliefs and those of other people.
7. Considers the consequences of words and actions for self and others.
8. Understands what is right, what is wrong and why.
9. Displays a strong and positive sense of self-identity and is able to express a range of emotions fluently and appropriately.

Communication, Language and Literacy

Language for Communication and Thinking

1. Listens and responds.
2. Initiates communication with others, displaying greater confidence in more informal contexts.
3. Talks activities through, reflecting on and modifying actions.
4. Listens with enjoyment to stories, songs, rhymes and poems, sustains attentive listening and responds with relevant comments, questions or actions.
5. Uses language to imagine and recreate roles and experiences.
6. Interacts with others in a variety of contexts, negotiating plans and activities and taking turns in conversation.
7. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events, exploring the meanings and sounds of new words.
8. Speaks clearly with confidence and control, showing awareness of the listener.
9. Talks and listens confidently and with control, consistently showing awareness of the listener by including relevant detail. Uses language to work out and clarify ideas, showing control of a range of appropriate vocabulary.

Linking Sounds and Letters

1. Joins in with rhyming and rhythmic activities.
2. Shows an awareness of rhyme and alliteration.
3. Links some sounds to letters.
4. Links sounds to letters, naming and sounding letters of the alphabet.
5. Hears and says sounds in words.
6. Blends sounds in words.
7. Uses phonic knowledge to read simple regular words.
8. Attempts to read more complex words, using phonic knowledge.
9. Uses knowledge of letters, sounds and words when reading and writing independently.

Reading

1. Is developing an interest in books.
2. Knows that print conveys meaning.
3. Recognises a few familiar words.
4. Knows that, in English, print is read from left to right and top to bottom.
5. Shows an understanding of the elements of stories, such as main character, sequence of events and openings.
6. Reads a range of familiar and common words and simple sentences independently.
7. Retells narratives in the correct sequence, drawing on language patterns of stories.
8. Shows an understanding of how information can be found in non-fiction texts to answer questions about where, who, why and how.
9. Reads books of own choice with some fluency and accuracy. Writing

1. Experiments with mark-making, sometimes ascribing meaning to the marks.
2. Uses some clearly identifiable letters to communicate meaning.
3. Represents some sounds correctly in writing.
4. Writes own name and other words from memory.
5. Holds a pencil and uses it effectively to form recognisable letters, most of which are correctly formed.
6. Attempts writing for a variety of purposes, using features of different forms.
7. Uses phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
8. Begins to form captions and simple sentences, sometimes using punctuation.
9. Communicates meaning through phrases and simple sentences with some consistency in punctuating sentences.

Problem Solving, Reasoning and Numeracy

Numbers as Labels and for Counting

1. Says some number names in familiar contexts, such as nursery rhymes.
2. Counts reliably up to three everyday objects.
3. Counts reliably up to six everyday objects.
4. Says number names in order.
5. Recognises numerals 1 to 9.
6. Counts reliably up to ten everyday objects.
7. Orders numbers, up to ten.
8. Uses developing mathematical ideas and methods to solve practical problems.
9. Recognises, counts, orders, writes and uses numbers up to 20.

Calculating

1. Responds to the vocabulary involved in addition and subtraction in rhymes and games.
2. Recognises differences in quantity when comparing sets of objects.
3. Finds one more or one less from a group of up to five objects.

4. Relates addition to combining two groups.
5. Relates subtraction to taking away.
6. In practical activities and discussion, begins to use the vocabulary involved in adding and subtracting.
7. Finds one more or one less than a number from one to ten.
8. Uses developing mathematical ideas and methods to solve practical problems.
9. Uses a range of strategies for addition and subtraction, including some mental recall of number bonds.

Shape, Space and Measures

1. Experiments with a range of objects and materials showing some mathematical awareness.
2. Sorts or matches objects and talks about sorting.
3. Describes shapes in simple models, pictures and patterns.
4. Talks about, recognises and recreates simple patterns.
5. Uses everyday words to describe position.
6. Uses language such as circle' or bigger' to describe the shape and size of solids and flat shapes.
7. Uses language such as greater', smaller', heavier' or lighter' to compare quantities.
8. Uses developing mathematical ideas and methods to solve practical problems.
9. Uses mathematical language to describe solid (3D) objects and flat (2D) shapes.

Knowledge and Understanding of the World

1. Shows curiosity and interest by exploring surroundings.
2. Observes, selects and manipulates objects and materials. Identifies simple features and significant personal events.
3. Identifies obvious similarities and differences when exploring and observing. Constructs in a purposeful way, using simple tools and techniques.
4. Investigates places, objects, materials and living things by using all the senses as appropriate. Identifies some features and talks about those features (s)he likes and dislikes.
5. Asks questions about why things happen and how things work. Looks closely at similarities, differences, patterns and change.
6. Finds out about past and present events in own life, and in those of family members and other people (s)he knows. Begins to know about own culture and beliefs and those of other people.
7. Finds out about and identifies the uses of everyday technology and uses information and communication technology and programmable toys to support her/his learning.
8. Builds and constructs with a wide range of objects, selecting appropriate resources, tools and techniques and adapting her/his work where necessary.
9. Communicates simple planning for investigations and constructions and makes simple records and evaluations of her/his work. Identifies and names key features and properties, sometimes linking different experiences, observations and events. Begins to explore what it means to belong to a variety of groups and communities.

Physical Development

1. Moves spontaneously, showing some control and coordination.
2. Moves with confidence in a variety of ways, showing some awareness of space.
3. Usually shows appropriate control in large- and small-scale movements.
4. Moves with confidence, imagination and safety. Travels around, under, over and through balancing and climbing equipment. Shows awareness of space, of self and others.
5. Demonstrates fine motor control and coordination.
6. Uses small and large equipment, showing a range of basic skills.
7. Handles tools, objects, construction and malleable materials safely and with basic control.
8. Recognises the importance of keeping healthy and those things which contribute to this. Recognises the changes that happen to her/his body when s/he is active.
9. Repeats, links and adapts simple movements, sometimes commenting on her/his work. Demonstrates coordination and control in large and small movements, and in using a range of tools and equipment.

Creative Development

1. Explores different media and responds to a variety of sensory experiences. Engages in representational play.
2. Creates simple representations of events, people and objects and engages in music making.
3. Tries to capture experiences, using a variety of different media.
4. Sings simple songs from memory.
5. Explores colour, texture, shape, form and space in two or three dimensions.
6. Recognises and explores how sounds can be changed. Recognises repeated sounds and sound patterns and matches movements to music.
7. Uses imagination in art and design, music, dance, imaginative and role-play and stories. Responds in a variety of ways to what (s)he sees, hears, smells, touches and feels.
8. Expresses and communicates ideas, thoughts and feelings using a range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.
9. Expresses feelings and preferences in response to artwork, drama and music and makes some comparisons and links between different pieces. Responds to own work and that of others when exploring and communicating ideas, feelings and preferences through art, music, dance, role-play and imaginative play.

Appendix 2

Specific legal requirements for ratios of adults to children (as required by page 32 of this document)

A: Maintained and independent schools and registered early years providers, except for childminders 1  The ratio requirements set out the minimum numbers of staff that must be present with the

children at any time. It may, according to circumstances, be necessary to exceed these minimum requirements. The provider should consider at all times whether there is adequate supervision of children and ensure that the needs of the individual children being cared for are met.

2  The numbers of children set out below represent the maximum numbers of children who may

be provided for by early years providers. However, the maximum number of children who may be appropriately cared for by a particular provider may be fewer than the maximum numbers given here. In registered provision, Ofsted will make a judgement about the overall maximum numbers of children that a particular provider may be registered to care for which will be set out in the conditions of registration. This judgement will be based on factors such as the amount of space available.

3  The ratios relate to staff time available to work directly with children. Sufficient suitable staff must

be available to cover staff breaks, holidays, sickness and time spent with parents, in order to ensure that the ratio and qualification requirements are always met in relation to the staff working directly with the children. Additional staff may be required to undertake management tasks, prepare meals, maintain premises and equipment and so on.

4  The ratios include any children of staff or volunteers. Any care provided for older children must

not adversely affect the care of children receiving early years provision.

5  There must be at least two adults on duty in a setting at any time when children are present. Children aged under two in any early years group setting

N there must be at least one member of staff for every three children;

N at least one member of staff must hold a full and relevant level 3 (as defined by CWDC), and

have suitable experience of working with children under two;

N at least half of all other staff must hold a full and relevant level 2 (as defined by CWDC); N at least half the staff must have received specific training in the care of babies;

N the member of staff in charge of the babies' room must have suitable experience of working with

children under two years.

Children aged two in any early years group setting

N there must be at least one member of staff for every four children;

N at least one member of staff must hold a full and relevant level 3 (as defined by CWDC); N atleast half of all other staff must hold a full and relevant level 2 (as defined by CWDC).

Children aged three and over in any registered early years provision

6  Between the hours of 8 am and 4 pm, where a person with Qualified Teacher Status, Early Years

Professional Status or another suitable level 6 qualification (which is full and relevant, and defined by CWDC) is working directly with the children, the following requirements apply:

N there must be at least one member of staff for every 13 children;

N at least one other member of staff must hold a full and relevant level 3 (as defined by CWDC).

7  At any time outside the hours of 8 am and 4 pm, or between the hours of 8 am and 4 pm but

where a person with Qualified Teacher Status, Early Years Professional Status or another suitable level 6 qualification (which is full and relevant, and defined by CWDC) is not working directly with the children, the following requirements apply:

N there must be at least one member of staff for every eight children;

N at least one member of staff must hold a full and relevant level 3 (as defined by CWDC);

N at least half of all other staff must hold a full and relevant level 2 (as defined by CWDC). Children aged three and over in independent schools

8  Where a person with Qualified Teacher Status, Early Years Professional Status or another

suitable level 6 qualification (which is full and relevant, and defined by CWDC) is working directly with the children, the following requirements apply:

N there must be at least one member of staff for every 13 children;

N at least one other member of staff must hold a full and relevant level 3 (as defined by CWDC).

9  Where a person with Qualified Teacher Status, Early Years Professional Status or another suitable level 6 qualification is not working directly with the children, the following requirements apply:

N there must be at least one member of staff for every eight children;

N at least one member of staff must hold a full and relevant level 3 (as defined by CWDC); N at least half of all other staff must hold a full and relevant level 2 (as defined by CWDC).

Children aged three and over in maintained nursery schools and nursery classes in maintained schools

N there must be at least one member of staff for every 13 children;

N at least one member of staff must be a school teacher as defined by Section 122 of the Education Act 2002 and the Education (School Teachers' Qualifications) (England) Regulations 2003;

N at least one other member of staff must hold a full and relevant level 3 (as defined by CWDC). Children aged four and over in reception classes in maintained schools

10 Reception classes in maintained schools are subject to infant class size legislation. The School Standards and Framework Act (as amended by the Education Act 2002) limits the size of infant classes to 30 pupils per school teacher.1 School teachers' do not include teaching assistants, higher level teaching assistants or other support staff. Consequently, a school must employ sufficient school teachers to enable it to teach its infant classes in groups of no more than 30 per school teacher.

1 As defined by Section 122 of the Education Act 2002 and the Education (School Teachers' Qualifications) (England) Regulations 2003.

B: Childminders

11  Thenumbersofchildrenforwhomachildmindermaycarearesetoutbelow.Thenumbersinclude

the childminder's own children or any other children for whom they are responsible – for example, children who the childminder isfostering.Anycareprovidedforolderchildrenmustnotadversely affect the care of children receiving early years provision.

12. The numbers of children set out below represent the maximum number of children who may be cared for by a childminder at any one time. However, the maximum number of children who may be appropriately cared for by a particular childminder may be fewer than the maximum numbers given here. In all cases, Ofsted will make a judgement about the maximum numbers of children that a particular childminder may be registered to care for which will be set out in the conditions of registration. This judgment will be based on factors such as the amount of space available.

Each childminder may care for:

N a maximum of six children under the age of eight;

N of these six children, a maximum of three may be young children[2], however where four- and five-

year-old children only attend the childminding setting before and/or after a normal school day, they may be classed as children over the age of five for the purposes of the adult:child ratio;

N normally, no more than one child may be under the age of one, however a childminder may be

registered to care for two children under the age of one where they are able to demonstrate that they can meet and reconcile the individual needs of all the children being cared for.

13. Exceptions to these ratios can be made for siblings and to provide continuity of care in certain circumstances approved by Ofsted, provided that the total number of children under the age of eight being cared for does not exceed six.
14. If a childminder either employs an assistant or works with another childminder, the above numbers apply to each of these individuals in addition to the childminder.

Glossary

Baby room

A separate base room for children under the age of two; however after the age of 18 months these children may be transferred to an older group.

CWDC

The Children, Young People and Families Workforce Development Council (CWDC) is an independent employer-led delivery partner of DfES. CWDC administers the Early Years, Childcare and Playwork: Qualifications website on behalf of the DfES. The website supports individuals and employers in identifying appropriate training and development for particular job roles in early years and playwork. It also provides guidance to Ofsted inspectors, employers and practitioners about how specific qualifications meet the requirements set out by the DfES for early years provision.

Disabled child

A child who has a disability for the purposes of the Disability Discrimination Act 1995. Early Years Foundation Stage

The learning and development requirements and welfare requirements that early years providers must comply with.

Early years provider

A person who provides early years provision – this will include any person registered on the Early Years Register, and schools (maintained and independent) providing early years provision. A company, committee or group may make up the registered person.

Early years provision

The provision of learning, development and care for a young child. Independent school

Defined in Section 463 of the Education Act 1996. A school which is not maintained by the local authority, and which provides full-time education for five or more pupils of compulsory school age, or one or more pupils with a statement of special educational needs or who is in public care (within the meaning of Section 22 of the Children Act 1989). A school providing education to such pupils must be registered with the DfES. See http://www.dfes.gov.uk/reg-independent-schools/

Key person

The named member of staff assigned to an individual child to support their development and act as the key point of contact with that child's parents.

Maintained nursery school

Defined by the Education Acts 1996 and 2002. A school which is maintained by the local authority for pupils aged between two and four, and which is not a special school.

Maintained school

Defined in Section 106 of the Childcare Act 2006. A school maintained by a local authority. Manager

A supervisor or manager is the individual who manages the early years provision. This may include responsibility for other members of staff.

Non-maintained special school

A special school not maintained by a local authority, approved by the Secretary of State under Section 342 of the Education Act 1996.

Nursery class

For the purposes of this document, a class in any school comprising children who have their fourth birthday during the school year, and any other children with whom it is appropriate to educate them. This is usually the year before children attend a reception class.

Ofsted

Her Majesty's Chief Inspector of Schools in England. An independent, non-ministerial government department, responsible for the arrangement and the inspection of a range of education and children's services, and for the inspection and regulation of early years provision and registered childcare. From April 2007 the organisation's full title changes to the Office for Standards in Education, Children's Services and Skills, but will continue to be known as Ofsted.

Overnight care

For the purposes of this document, where a child spends the majority of the hours from 8 pm to 6 am with an early years provider.

Parent

Includes any individual who –

1. has parental responsibility for a child; or
2. has care of a child.

Person in charge

An individual appointed by the registered person as the person in charge of providing early years provision on the premises; or, where that individual is not present, the deputy who they have so nominated as being the person in charge of providing early years provision on the premises.

Practitioner

Any adult who works with children in a setting.

Premises

Any building, area or vehicle on which childcare is provided.

Reception class

Defined by Section 142 of the School Standards and Framework Act 1998. An entry class to primary schools for children who have their fifth birthday during the school year and for children who are younger or older than five with whom it is appropriate to educate them.

School

For the purposes of this document, refers to maintained schools, independent schools and non- maintained special schools.

School day

For the purpose of this document, a school day is defined as two sessions with a break in the middle of the day between those two sessions.

School teacher

School teachers include qualified teachers and others, such as those on employment-based routes to Qualified Teacher Status and overseas trained teachers.

Setting

Any out-of-home provider of early years provision for children from birth to five, such as childminders, local authority nurseries, nursery or early years centres, children's centres, playgroups, pre-schools, or schools in the independent, private or voluntary sector and maintained schools.

Special school

A school which is specially organised to make special educational provision, and is approved by the Secretary of State under Section 342 of the Education Act 1996.

Young child

A child is a young child' during the period:

1. beginning with his birth, and
2. ending immediately before the 1st September next following the date on which he attains the age of five.

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