Early Years Foundation Stage (EYFS)

At Kensington, our curriculum is based on the Early Years Foundation Stage (EYFS) framework and the British National Curriculum. The Early Years Foundation Stage (EYFS) includes our Toddler Classes, Nursery Classes, and Reception. It provides an important link between home and the more structured National Curriculum programme which starts when the children reach Year 1 at age 5+.

Influences from other curricula may also be visible throughout the pedagogical approach taken in the classroom. These include the best elements of Montessori, Reggio Emilia and Te Whakiri, approaches which continue to be at the forefront of research based curriculum around the world.

The Early Years Foundation Stage (EYFS) was introduced in the UK and has had a positive effect on the outcomes for children, as well as receiving praise internationally. It supports children’s learning and development by bringing together reflective teachers and parents, who together ensure that a child’s needs are fully understood and provided for.

The framework is based on 4 Themes and Principles. It recognizes children as individuals and competent learners. The EYFS is delivered through a well planned play based approach to learning and development.

The EYFS principles are grouped into four distinct but complementary themes:
  • 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.
  • 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.
  • 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.
  • 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.