Every day in EYFS is different!
Our children experience a carefully balanced combination of child-initiated play, exploration, adult-guided learning, small-group teaching, routines and time outdoors.
A typical day might include:
● welcoming children and helping them settle
● exploring our indoor and outdoor learning environments
● phonics, stories, songs and rhymes
● developing early mathematical understanding
● creative and imaginative experiences
● small-group and individual teaching
● opportunities to develop independence and self-care skills
● physical development and outdoor learning
● snack and mealtimes
● time to talk, share ideas and develop friendships
● following children's interests and extending their learning through play.
Although we have routines and carefully planned learning, we also understand that young children need time to become deeply involved in their play and investigations. We therefore give children the time, space and support they need to explore their ideas and develop their thinking.
Our practitioners are constantly observing, listening and interacting with children so that we can respond to their interests, identify what they need to learn next and make the most of the learning opportunities that arise throughout the day.
No two days are exactly the same – and that's what makes EYFS so exciting!
Learning Through Play
For young children, play is a powerful way of learning about themselves, other people and the world around them.
When children build a tower, they are developing problem-solving, spatial awareness and mathematical thinking.
When they play in the home corner, they are developing language, imagination, social skills and an understanding of relationships.
When they create a story with a friend, they are developing communication, vocabulary, creativity and confidence.
When they climb, balance, dig and explore outdoors, they are developing their physical skills, coordination and understanding of the world.
Play is learning.
Our practitioners carefully observe children's play and use their interactions to extend thinking, introduce new vocabulary, model skills and encourage children to make connections. We provide experiences and resources that challenge children while allowing them to follow their own interests and ideas.
We want children to become curious learners who ask questions, have a go, solve problems, make mistakes and try again.
Through play, children develop the foundations for literacy, mathematics, communication, physical development and lifelong learning.
By giving children the freedom to play, explore, investigate and believe in themselves today, we are helping them develop the confidence, skills and curiosity they need for tomorrow.
Starting Reception is another important milestone. For some children, it will be their first experience of school; for others, they will be moving from our Nursery or another early years setting.
Whatever their starting point, we want every child to feel that they belong here.
We plan carefully for transition and work with children, families and previous settings to make the move into Reception as smooth and positive as possible.
Our transition process may include:
● opportunities to visit the Reception classroom
● meeting the teacher and other members of the team
● spending time in the new environment
● sharing information with your child's Nursery or pre-school
● gathering information about your child's interests, strengths and individual needs
● sharing important information with families
● using stories, photographs or social stories to help children understand what to expect
● opportunities for children to become familiar with routines, spaces and adults
● additional transition support where a child may benefit from it.
We recognise that some children may need more support than others when making this transition. Where we identify that additional support would be helpful, we work closely with families and previous settings to plan this together.
There are lots of simple ways you can help your child feel ready for Reception without turning preparation into formal schoolwork.
You could encourage your child to:
Share books and stories – talk about characters, pictures and what might happen next.
Talk and listen – encourage your child to explain their ideas, experiences and feelings.
Develop independence – practise coats, shoes, toileting, handwashing and looking after belongings.
Manage mealtimes – encourage your child to use cutlery, open their lunch items and eat as independently as possible.
Look after their things – practise carrying and putting away their bag, coat and other belongings.
Notice maths in everyday life – count steps, compare amounts, spot numbers and talk about shapes and patterns.
Develop fine motor skills – draw, paint, build, use playdough, complete puzzles and enjoy practical activities.
Play, explore and be curious – the best preparation for school is often simply having opportunities to play, talk, explore and experience the world together.
There can sometimes be a lot of pressure on families to make sure their child can already read, write, count or complete lots of tasks independently before they start Reception.
Please don't worry.
Your child does not need to be able to read before starting Reception.
They do not need to write their name perfectly.
They do not need to know all their numbers.
They do not need to sit still for long periods of time.
They do not need to complete worksheets.
They do not need to already know how to do everything independently.
They certainly do not need to be able to do everything that another child can do.
Our job is to meet children where they are and help them move forward.
What matters most is that your child is given opportunities to talk, listen, play, explore, develop independence, build relationships and become increasingly confident in trying new things.
We look forward to welcoming you and your child into our EYFS family.
You don't need worksheets or formal lessons to support your child's learning.
Some of the most valuable things you can do are:
Read together – share stories, talk about pictures and ask questions.
Talk – introduce new words, talk about what you see and encourage your child to explain their ideas.
Use maths in everyday life – count steps, compare sizes, spot numbers, share out food or look for shapes.
Build independence – encourage your child to put on their coat, fasten shoes, use cutlery and look after their belongings.
Explore – go on walks, investigate nature, visit new places and talk about the world around you.
Play – build, create, imagine, draw, make dens, play games and let your child lead.
And perhaps a lovely final line:
The best learning opportunities are often found in the ordinary moments of family life.
The safety and wellbeing of our children is always our priority.
Young children can be at greater risk from choking and foodborne illness because their airways are smaller and their immune systems are still developing. We therefore take great care to ensure that food and drinks are prepared, served and eaten safely.
Our EYFS team follow the Early Years Foundation Stage (EYFS) statutory requirements and current food safety guidance. All staff responsible for preparing and handling food are appropriately trained and understand their responsibilities around food hygiene, allergies, choking prevention and safe eating.
Children can choke on a wide range of foods, so we carefully consider how food is prepared and served.
For example, we:
● cut grapes, strawberries and cherry tomatoes lengthways and into quarters
● remove stones, pips and bones from food
● cut large fruits such as melon into manageable slices
● cut hard fruits and vegetables into thin slices and soften them where appropriate
● cut sausages into thin strips and remove the skin
● cut cheese into strips rather than chunks
● cut bread into strips for younger children
● never give children under five whole nuts or whole seeds
● do not provide popcorn, hard sweets, marshmallows or jelly cubes because of the risk of choking.
We also consider the individual needs and developmental stage of each child when deciding how food should be prepared and served.
Mealtimes are an important part of children's learning and development. They provide opportunities for children to develop independence, communication and social skills while enjoying food with their friends.
Children are always seated safely and appropriately when eating and drinking.
Children are never left alone while eating. A member of staff will always be within sight and hearing of children during mealtimes.
Where possible, adults sit facing the children so that they can actively supervise, support safe eating and respond quickly if a child experiences difficulty.
We encourage children to:
● sit safely while eating
● take their time and chew their food carefully
● develop independence with cutlery and cups
● make appropriate choices
● enjoy positive social interactions at mealtimes.
We also encourage children not to share food, helping us to manage allergies and dietary requirements safely.
We take allergies and individual dietary requirements extremely seriously.
Before your child starts with us, we ask families to provide detailed information about any allergies, intolerances, medical conditions or dietary requirements.
This information is shared appropriately with the staff who work with your child and is kept up to date.
Where a child has an allergy requiring an emergency response, we ensure that staff are aware of the appropriate procedures and know where emergency medication is stored.
If your child's dietary needs change, please tell us as soon as possible so that we can update our records and ensure that everyone caring for your child has the most up to date information.
We encourage healthy drinking habits from an early age.
Children are offered:
● fresh tap water
● plain milk, where appropriate.
We follow current guidance on foods that are unsuitable or present an increased risk for young children.
For example, children under five are not given:
● whole nuts or peanuts
● raw shellfish
● raw or partially cooked eggs unless they meet the appropriate food safety standards
● foods containing excessive amounts of salt or sugar
● fresh pâté
● unpasteurised milk or certain unpasteurised cheeses
● shark, swordfish or marlin
● raw jelly cubes
● slush drinks containing glycerol.
We also consider the nutritional value of food and aim to promote healthy eating habits from the earliest age.
Our staff are trained to respond appropriately to emergencies.
The EYFS requires that there is always a member of staff with a valid full Paediatric First Aid certificate in the room when children are eating.
If a child experiences a choking incident that requires intervention from a member of staff, we record the incident and inform parents or carers. This helps us monitor patterns and identify whether particular foods or ways of serving food may need to be reviewed.
Keeping children safe around food is a partnership between home and school.
We ask families to keep us informed about any changes to allergies, dietary requirements or medical needs and to share any concerns with us.
If you are unsure whether a particular food is suitable for your child, please speak to a member of the EYFS team.
Our aim is for every child to enjoy positive, social and safe experiences around food while developing healthy habits and increasing independence.
USEFUL LINKS
The EYFS
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
Development Matters
Birth to five
https://birthto5matters.org.uk/wp-content/uploads/2026/08/Bto5M-PT-LINKS-Aug-Portrait-Landscape.pdf
Ican
https://www.icancharity.org.uk/
Speech and Language UK
https://speechandlanguage.org.uk/help-for-families/ages-and-stages/
DFE Toilet Training
https://help-for-early-years-providers.education.gov.uk/health-and-wellbeing/toilet-training
ERIC
https://eric.org.uk/potty-training/
NHS Toilet Training
Oral hygiene
https://www.nhs.uk/live-well/healthy-teeth-and-gums/taking-care-of-childrens-teeth/
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