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Early Years Foundation Stage

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The Early Years Foundation Stage (EYFS)

The Early Years Foundation Stage (EYFS) is England’s statutory framework that sets the standards for nurturing, educating, and keeping children safe from birth to five. It ensures that nurseries, childminders, and reception classes deliver high‑quality care and inspiring learning experiences. Centred around seven key areas of development, the EYFS brings learning to life through playful, child‑led, and holistic activities that help every young learner shine.EYFS Image

Characteristics of Effective Teaching and Learning

Children exploring The characteristics of effective teaching and learning are statutory and are referenced in the EYFS (2025).

They are referred to in the Overarching Principles section on page 7 and section 1.18 page 17, which states that:

‘In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are:

    • Playing and exploring - children investigate and experience things, and ‘have a go’
    • Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
    • Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things’

They are also referred to in section 2.16:

‘Year 1 teachers must be given a copy of the Profile report. Reception teachers, or early years practitioners where the Profile has been completed for a child who has remained in registered early years provision, may choose to provide a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective teaching and learning (see paragraph 1.18). These should help inform a discussion between reception and year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in year 1.’

The emphasis on how children learn has huge potential to transform early years practice and empower children as confident, creative lifelong learners. Research demonstrates these characteristics can be supported or hampered by the experiences children encounter. In the best EYFS provision, children are encouraged to follow their interests, make independent choices about their learning, and are supported to develop their thinking skills through skilful adult interactions.

The following guidance documents may support you in understanding this important aspect of provision:

Useful Resources:

Further Support:

Communication and Language Initiatives and Audits

Talk and Chat Communication and Language is one of the three Prime Area of Learning. The three prime areas are particularly important for learning and forming relationships. They build a foundation for children to thrive and provide the basis for learning in all areas.

The statutory framework for the EYFS (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.'

Supporting children’s language through positive interactions

Young children communicate with others right from birth; they need to interact with responsive adults and the world around them to ensure healthy brain development. Throughout the early years, adults play an essential role in responding to children’s attempts to communicate and acting as positive role models. 

The most important resource to support children’s developing communication and language skills are the adults around them (you and their parents/carers). It is important to develop positive interaction techniques within your staff teams and support parents or carers with this too. This video about scaffolding may be of interest.

It is vital that all leaders and managers are clear about the intentional strategies that their setting uses to ensure interactions are high quality and consistent across all team members. The Education Endowment Foundation’s Preparing for Literacy guidance report has various sections which may be of interest and the National Literacy Trust produced a report called Language unlocks reading which sets out an approach for structured, targeted and explicit language learning. Our Top Ten Tips for Talking and these top tips from Speech and Language UK may also be of interest to support you with this. 

Creating Communication Friendly Environments

The Learning Environment, both inside and outside, can make a big difference to the way in which children communicate with adults and their peers. You may find it helpful to review how children are using your space:

    • Which areas are popular and well used; which are left unused?
    • What could you change or move?
    • Which areas encourage social interaction and chat?
    • Could you add materials to other areas to encourage children to talk to each other?
    • Are there spaces where children can be quieter?
    • Do you resource your provision with enticing objects and experiences that provoke children to talk?

Our Top Ten Tips for Creating a Communication Friendly Environment and Speech and Language UK’s factsheet on Creating a communication supportive environment: Early years - Speech and Language UK: Changing young lives may support you with this.

Some children communicate in a different way and this guidance about understanding and developing communication from the National Autistic Society may help. To support children who are pre-verbal, resources like PECS, and Widgit along with games from Winslow Resources and Do2Learn could help.

Vocabulary

Research demonstrates that children’s vocabulary development at an early age is linked to their educational success in later life. During both planned adult-led activities and those led by children, adults can model new vocabulary, in context, to help children understand and use new words. Speech and Language UK have produced a factsheet Vocabulary for Early Years Practitioners to support settings further. Practitioners from across Bucks have shared their ideas for acquiring and expanding new vocabulary and their strategies for developing communication and language with their children. 

Further Support

    • There’s guidance on our website about communication and language in our Universal Provision guidance.
    • NHS Speech and Language Therapy in Bucks offer information, advice, activities and resources for SENCOs, teachers and support staff working with pupils in all Early Years settings. The NHS Speech and Language Therapy Resource website is where you will find information about children’s communication skills from 0 – 19 years, covering all areas of speech, language and social communication development. You will also find relevant activities and resources under each age and communication area. When identifying a child’s level of communication development, you may need to look at the age range above and below the child (by clicking or swiping to the right or left). You will then find activities most appropriate to the child.
    • The Speech and Language Communication Framework is a free online professional development tool which sets out the key skills and knowledge needed by the children and young people's workforce to support the speech, language and communication development of all children and young people.
    • Speech and Language UK’s CPD short course looks at how you can support the development of these skills on a day-to-day basis in your setting, and how to spot children and young people who might be struggling to develop these important skills.
    • Ages and stages - Speech and Language UK: Changing young lives. The Ages and Stages show where children should be with their communication skills at any given age. You can use the information to find out whether the children you work with are on the right track, what helps them learn to talk and listen and what to do if you have concerns about any of their communication abilities.
    • Afasic have produced a fact sheet to support children who are starting to speak but are struggling to say things clearly.
    • The Early Years Service have produced a fact sheet of online resources that promote communication and language in the home learning environment. Consider which resources could work well for you and your community of families
    • Consultations with an Early Years SEND Advisor regarding children experiencing differences with C&L can be requested.

Education Endowment Foundation

The EEF and Sutton Trust are the government-designated What Works Centre for Education who aim to raise the attainment of 3-18 year olds, particularly those who are disadvantaged.

Early Years Toolkit – Communication and language approaches explains how 6 months progress can be made by promoting communication and language in the setting.

Projects and evaluations This section features results from testing the impact of high-potential projects to generate new evidence of ‘what works’. Select ‘Early Years’ in the search drop down menu.

The Nuffield Early Language Intervention has a +4 month rating for language skills.

Guidance Report – Preparing for Literacy This guidance document is part of a series of reports that the EEF produced on the theme of literacy. It focuses on the teaching of communication, language and literacy to children between the ages of three and five.

The ShREC Approach is an approach developed by the EEF. The aim of the approach is to provide early years professionals with a simple, memorable set of specific evidence informed strategies that can be embedded into everyday practice. The EEF’s Fliss James introduces this approach and explains the key strategies. There’s more information and a free poster on the EEF website.

Useful Websites:

Useful Resources:

Personal, Social and Emotional Development

People in two hands and a heart Personal, Social and Emotional Development is a Prime Area of Learning, based on the central importance of these skills for all learning and development. 

The statutory framework for the EYFS (2021) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.’

Supporting children’s Personal, Social and Emotional Development

    • PSED supports Physical Development – a child who feels secure and safe is confident to expand the boundaries of exploration and is motivated to reach, move and test physical capacities.
    • PSED supports Communication and Language – within relationships that establish turn-taking, joint activity, a desire to communicate and understanding of shared meanings of words.
    • Recognise that each child is an individual and may require a differing type of support at times.
    • Engage in playful interactions, model being considerate and responsive; recognise important people in children’s lives.
    • Be aware of cultural differences and celebrate what it is like to be them. Knowing that it is ‘good to be them’ is essential.
    • Support children to feel positive about what they do, celebrate their successes and achievements while learning from disappointments.
    • Reassure children when they are anxious and tell them that it is a normal feeling to have. Make sure you share information with parents.
    • Children need a sense of belonging; a key person system and key groups are an ideal opportunity to develop this.

Further Support

Education Endowment Foundation

The EEF and Sutton Trust are the government-designated What Works Centre for Education who aim to raise the attainment of 3-18 year olds, particularly those who are disadvantaged.

Early Years Toolkit – Social and emotional learning strategies explains how 3 months progress can be made by promoting social and emotional strategies in the setting. Early Years Toolkit - Self-regulation strategies explains how 5 months progress can be made by focusing on these skills.

Projects and evaluations This section features results from testing the impact of high-potential projects to generate new evidence of ‘what works’. Select ‘Early Years’ in the search drop down menu.

Guidance Report – Improving Social and Emotional Learning in Primary Schools This guidance document is part of a series of reports that the EEF produced and reviews the best available research to offer school leaders six practical recommendations to support good SEL for all children.

Useful Websites:

Resources from GOV.UK:

Physical Development

Hand print

Physical Development is a Prime Area of Learning, based on the central importance of physical skills for all learning and development. 

The statutory framework for the EYFS states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.’

Supporting children’s Physical Development

    • Physical activity play is the first appearing and most frequent occurring expression of play in infants.
    • Children in all cultures all over the world engage in spontaneous and rule-governed forms of physical play.
    • Physical competence is a major factor influencing social acceptance in children of all ages and sexes.
    • The development of movement skills influences cognitive skills, memory, attention and thinking skills.
    • Physical Development brings a child into contact with new challenges that affirm or tests their self-esteem.
    • Supporting young children’s physical development supports their overall achievement.

Further Support

    • There’s guidance on our website about physical development in our Universal  Provision guidance and Graduated Approach documents.
    • Early Movers is a collaborative project between Loughborough University, the NCSEM and Loughborough campus nursery. The website has been designed alongside early years practitioners to help you understand and feel confident in providing physical development opportunities to children in your setting or at home. NCSEM have also produced information leaflets for parents.
    • Sport New Zealand have also created a number of activity guides for children in the Early Years which can be downloaded from their website.
    • The MOVERS rating scale is a resource for early years practitioners who wish to evaluate and improve their Physical Development practice and provision. The scale can be used to assess the quality of the environment and practice but also to identify areas of need for professional development. More information can be found here. Movement Environment Rating Scale (MOVERS) for 2-6 year olds provision can be purchased from book retailers.
    • Consultations with an Early Years SEND Advisor regarding children experiencing differences with PD can be requested.

The following fact sheets have been developed by the Early Years Service:

Education Endowment Foundation

The EEF and Sutton Trust are the government-designated What Works Centre for Education who aim to raise the attainment of 3-18 year olds, particularly those who are disadvantaged.

Early Years Toolkit – Physical Development Approaches explains how 3 months progress can be made by promoting physical development approaches in the setting.

Projects and evaluations This section features results from testing the impact of high-potential projects to generate new evidence of ‘what works’. Select ‘Early Years’ in the search drop down menu.

Useful Websites:

The World Health Organisation have produced guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. The have produced recommendations on the amount of time in a 24-hour day that young children, under 5 years of age, should spend being physically active or sleeping for their health and wellbeing, and the maximum recommended time these children should spend on screen-based or sedentary activities.

The NHS Better Health initiative for families is now called Healthier Families (previously Change4Life) to help families eat better and move more. Action 4 Children’s Eat Better, Start Better resources are also available to support providers in ensuring children eat healthy, balanced and nutritious food and drink.

Play England have produced a guide called Managing risk in play provision to show how settings can develop an approach to risk management that takes into account the benefits to children and young people of challenging play experiences, as well as the risks. This guide is deemed useful for, ‘settings in which children play, such as school playgrounds, parks, open spaces, civic spaces, adventure playgrounds…childcare settings, natural outdoor environments’ page 9. This guidance has been endorsed by the Health and Safety Executive.

Useful Resources:

The statutory framework for the EYFS (2025)

DfE’s Help for Early Years providers webpages features guidance and practical support to help providers with changes. The resources are aimed at childminders, nursery leaders and pre-school practitioners.

Development Matters (2023)

Ofsted Early Years Inspection Handbook

Ofsted School Inspection Handbook

Literacy

Literacy is a Specific Area of Learning.

Book

The Early years foundation stage (EYFS) statutory framework (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

“It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).”

Learning to read

Before children become readers, they need to be confident communicators with a wide vocabulary and a secure understanding of language. Their listening skills need to have developed so that they can hear the sounds and syllables in words (phonological awareness).

Children’s past experiences will have helped them to understand that print carries meaning, and they will have watched others modelling, enjoying and retrieving information from reading. Extending this knowledge in ways that are fun and meaningful to the children helps them to develop the curiosity to explore the sounds in words (phonemes) and later begin to make the link between the sounds and their corresponding letters (graphemes).

The 2023 Reading Framework sets out the government’s evidence‑informed approach to teaching early reading, with a strong focus on the foundations developed in the Early Years. It highlights the importance of high‑quality talk, rich story experiences and rhymes, alongside systematic synthetic phonics taught with fidelity from Reception. The framework also emphasises developing fluency through repeated practice, building language comprehension, and ensuring that all children keep up from the start, with targeted support for those who need it.

The reading framework

Learning to write

Before children become writers, they need to have been in an environment that supports their understanding of print and to have seen people writing for a range of purposes. Rich opportunities to explore mark-making indoors and outside, will help children to communicate their ideas across all seven areas of learning.

Writing development is also dependent on children’s physical development – their gross motor control, fine motor control and hand-eye coordination. Long before children have the understanding and motivation to make their first attempts at writing, practitioners should provide challenging activities and experiences that ensure that children have the secure foundational skills that they need to be successful writers. These include children’s physical skills from throwing balls to rolling play dough, developing their imagination and sequencing skills.

Children need to know how to blend sounds together to form words, to segment words into sounds and to make the link between sounds and their corresponding letters. Above all, they need the confidence to make choices and ‘have a go’, without fear of being wrong.

The 2025 Writing Framework from the government, with its renewed focus on the Early Years, highlights the importance of strong foundations in transcription skills - particularly regular, explicit handwriting instruction from the start - alongside the wider foundational skills children need for writing. These include secure phonics‑based spelling, oral language and sentence composition, and the physical development required for writing, such as fine‑ and gross‑motor control. Together, these early skills support children in developing fluent, confident writing. To find out more about the government’s expectations and guidance for Early Years writing, you can explore the full 2025 Writing Framework using the link below.

 The writing framework

Good Levels of Development in Literacy

Further information about achieving a GLD in Literacy at the end of Reception can be found on the DfE Help for Early Years providers website.

Recent updates to national guidance have clarified expectations for writing within the EYFS. These emphasise that assessment of writing can include children’s ability to accurately transcribe words, phrases and simple sentences, rather than requiring them to independently compose all aspects of the sentence. This helps to reduce the cognitive load associated with writing, particularly for younger learners.

It remains essential, however, that opportunities for composition, creativity and oral language development are prioritised within teaching and learning. These elements are key to children becoming confident writers and should be explicitly taught alongside, but not conflated with, transcriptional skills such as spelling and handwriting.

Communication, Language and Literacy audits

The following audits may assist you in evaluating your provision:

Education Endowment Foundation (EEF)

The Education Endowment Foundation (EEF) is an independent charity that supports early years settings and schools to use high‑quality, evidence‑based guidance to improve children’s learning outcomes. 
To explore practical, research‑informed recommendations for strengthening early literacy, see the EEF’s Preparing for Literacy Guidance Report.

See also Communication and Language Initiatives and Audits | Early Years

Literacy Training and CPD

Foundations in Phonics: Buckinghamshire Council Early Years Training

This engaging session focuses on how early experiences shape children’s literacy development and highlights the vital role adults play in building strong foundations for reading and writing. Participants will explore practical approaches to supporting early phonics skills through a range of adult-led activities, fun and interactive games, and adaptable resources tailored to meet the needs of children at different ages and stages. Ideal for those working with young children, this training offers simple, effective strategies to foster early literacy in a playful and meaningful way.

Developing Early Mark-Makers: Check Buckinghamshire Early Years Training Calendar for future dates for this training.

Laying the foundations to develop keen and enthusiastic mark makers.  Through this training, practitioners will focus on the first steps of early literacy and will explore the development of gross motor skills to mark making. We will consider the experiences and activities that will enable children to secure these core skills to become enthusiastic mark makers. This will include Helicopter Stories and how music and movement can support Early Mark Makers. We will consider the importance of communication and language, physical skills and how these impact children’s ability to mark make.

Nurturing Successful Writers: Check Buckinghamshire Early Years Training Calendar for future dates for this training.

From mark making to mastery. This course will explore how to develop enthusiastic and independent writers from early mark making to confident writing. We will reflect on the interconnected relationship between phonics and early writing and consider the experiences and activities that will enable children to secure these connections to become enthusiastic, confident, and independent writers. We will consider how to best support vulnerable groups. There will be an opportunity for Reception class teachers to discuss what the Early Learning Goal for Writing looks like and how we can support children to achieve it across the academic year. 

Bespoke Literacy training is also available from the Bucks EY Service, tailored and delivered to your setting. The benefits of this type of support, include a whole team response to training and the opportunity for this to be tailored to your individual setting’s requirements, delivered by known and trusted members of the Early Years Service. Bespoke Training & Support | Early Years

See also Communication and Language Initiatives and Audits | Early Years and Physical Development | Early Years

Useful Websites:

The statutory framework for the EYFS (2025)

DfE’s Help for Early Years providers webpages features guidance and practical support to help providers with changes. The resources are aimed at childminders, nursery leaders and pre-school practitioners.

Development Matters (2023)

Birthto5Matters

The writing framework (2025)

The reading framework (2023)

Ofsted Early Years Inspection Handbook (2025)

Ofsted School Inspection Handbook (2025)

The National Literacy Trust is an independent charity that supports settings to equip children with the literacy skills they need. Their storytelling resource  offers practical ways to build a storytelling culture - encouraging children to share ideas and develop storylines through play.

The BookTrust is UK's largest children’s reading charity, dedicated to getting children reading for pleasure. Use their bookfinder tool to help find exciting and relevant books for the children you work with. This is great resource to share with families too.

If you are developing your reading provision, you may find our Love of Reading audit useful to help reflect on your current provision.

The Phase One section of Letters and Sounds provides a range of pre-phonic ideas for developing a strong foundation in listening skills, rhythm and rhyme, alliteration and oral blending and segmenting.

Mathematics

Mathematics is a Specific Area of Learning.

1 2 3

The statutory framework for the EYFS (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.’

Mathematicians in the Early Years

Opportunities to explore, practice and build on mathematical learning should be provided outside and inside, in all areas of provision, in child and adult initiated activity, at song time, story time and snack time, in practical real life situations.

The most valuable resources for mathematical learning are the adults who share children’s excitement as they learn. A knowledgeable practitioner creates exciting opportunities for children to practise their skills, offering suggestions and ideas to extend their thinking and broaden and deepen their understanding.

Top Ten Tips for Mathematics

    • Maths opportunities are everywhere. Practitioners and parents should help children take advantage of purposeful maths experiences in everyday situations.
    • Properties of shape. Understanding what a shape or a quantity can or cannot do is far more important than knowing its name.
    • Problem Solving. If children know the answer or are given the solution, they are not problem solving. Give children problems to solve, not answers to remember.
    • Risk taking. Children need to be willing to take risks physically before they develop the confidence to problem solve mentally.
    • Process over Product. Higher level learning happens during the process of a child’s chosen activity and not from the product of an adult led task or worksheet.
    • Exploring. It is far more important for children to take a risk and have a go, than to have the right answer.
    • Questioning. Must be appropriate, why are you asking them? Questions should sustain thinking and should not interrupt or arrest learning. Allow at least 10 seconds for an answer. Listen more, talk less.
    • Model. Practitioners should regularly model the language of problem solving, ‘I wonder if/why/where/what/how…’.
    • Extending Learning. Regularly introduce resources and experiences in new, different and stimulating ways.
    • Breadth and Depth. Be sure to provide a wide range of experiences that allow children to apply and extend their skills in all areas of Maths and at all developmental stages.
    • Know Your Children Well. Experiences that are child led and built around children’s interests and Characteristics of Effective Learning will have the greatest impact on their learning and achievement.

 Education Endowment Foundation

EEF | Early Mathematics (educationendowmentfoundation.org.uk) - Approaches and practices to supporting early mathematics

Guidance Report – Improving Mathematics in the Early Years and Key Stage 1 This guidance document is part of a series of reports that the EEF produced on the theme of mathematics. It focuses on the teaching of mathematics to children between the ages of three and seven.

Maths Training and CPD

Making Maths Matter - Buckinghamshire Council Early Years Training

An excellent half day course that will help practitioners and teachers recognise the importance of a solid grounding in number.  There will be lots of practical examples of how to use concrete materials to support counting and how we can develop children’s spatial reasoning skills. Along with suggestions to support problem solving through everyday opportunities.  It will include links to the EY Inspection Framework, revised EYFS Statutory Framework and non-statutory guidance

Bespoke Maths training is also available from the Bucks EY Service, tailored and delivered to your setting. The benefits of this type of support, include a whole team response to training and the opportunity for this to be tailored to your individual setting’s requirements, delivered by known and trusted members of the Early Years Service. Bespoke Training & Support | Early Years

Specialist Knowledge for Teaching Mathematics - Reception Teachers - BBO Maths Hub

This programme is for Reception teachers who would like to develop their specialist knowledge for teaching maths. They are run by the BBO Maths Hub, with the central Buckinghamshire course delivered by one of our Early Years Advisors. 

This one-year programme will include number, shape, space and pattern. Participants will also explore how children’s learning in all these areas can be supported through the development of oracy, spatial reasoning, and executive function.

The programme consists of five days of facilitated learning: hub-led core sessions (the equivalent of four days); and NCETM-led independent learning modules (the equivalent of one day). It will support your professional development with regards to

    • your pupils being able to communicate their maths and mathematical thinking
    • you will explore and increase your use of a range of pedagogic approaches that will support pupils in engaging with and developing their maths
    • You will understand how maths opportunities can be developed across all areas and in everyday routines

The SKTM Reception Programme is fully funded by the Maths Hubs Programme, so it’s completely free to participating schools. Please note, we will accept applications from more than one participant to attend from a school, e.g., class teacher plus teaching assistant.

Early Years | NCETM - The first few years of a child’s life are especially important for mathematics development. Research shows that early mathematical knowledge predicts later reading ability and general education and social progress(ii). Conversely, children who start behind in mathematics tend to stay behind throughout their whole educational journey.

The objective for those working in Early Years, then, is to ensure that all children develop firm mathematical foundations in a way that is engaging, and appropriate for their age. The materials in this section of the website are primarily designed to support Reception teachers (those working with 4-5 year olds), and are based on international research.

The materials are organised into key concepts (not individual objectives), which underpin many early mathematics curricula. The typical progression highlights the range of experiences (some of which may be appropriate for younger children) but the activities and opportunities could be developed across the Reception provision.

There are six key areas of early mathematics learning, which collectively provide a platform for everything children will encounter as they progress through their maths learning at primary school, and beyond.

Useful Links:

Understanding The World

Understanding the World is a Specific Area of Learning.

World

The statutory framework for the EYFS (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.'

Curriculum

The curriculum that you develop should be based on community of children you serve and the unique children you have. It is based around your children’s experiences and what you would like them to have accessed during their time with you. Some children have experience of visiting your local library, parks in your area and local museums but some children won’t have had any of these experiences. When designing your curriculum, you must decide on the experiences you want to give your children and what you want the children to learn from them. Consider asking families to come and talk or share resources/photos about their professions and interests.

Core books

There is an emphasis on books and vocabulary in the revised EYFS (2025) and the books that you choose to incorporate into your curriculum is an important decision. Again, the books that you select should be based on your community of children and which books you feel should be made available to them. They should cover stories to share and read, and also non-fiction reference books that can support and extend the children’s learning. There also many songs, poems and rhymes that link to children’s growing understanding of the world around them including those from a range of cultures; consider asking for suggestions from families. The National Literacy Trust and the Book Trust have information on their websites about sourcing quality books.

The Sustainable Development Goals were launched by the United Nations in 2015 with the aim to meet them by 2030; they are a plan of action for people, the planet and prosperity. Teaching young children about sustainability involves simplifying complex global issues into concepts they can understand and relate to.  The Flourish Project, who have been producing resources for children and young people since 2018, worked with Montessori Europe to produce the SDGs for the Early Years in 2021.  They have taken the 17 Goals and created sets of topics that can be explored, focusing on basic ideas like taking care of the environment, sharing, and helping others. By integrating these principles into daily routines and play, children can start to grasp the importance of sustainability in a way that is both engaging and meaningful and will help to cultivate a sense of responsibility and empathy.

Useful Resources:

Expressive Arts and Design

Expressive Art and Design is a Specific Area of Learning.

Pencil and drawing

The statutory framework for the EYFS (2025) states that educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

‘The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.'

Creativity

Creativity plays a significant role in thinking and understanding across all seven areas of learning. If children’s thoughts and feelings are sought and valued and they are encouraged to decide for themselves how best to represent their ideas, explore possibilities, make new connections and solve problems, they are developing the skills for life-long learning and confidence in themselves, both as thinkers and as learners. The characteristics of effective teaching and learning are essential in supporting learning and development in Expressive Arts and Design, empowering children to see themselves as capable, competent and creative learners. 

To be creative and explore, children need to feel emotionally secure so that they have the confidence to take risks. The quality of children’s indoor and outdoor learning environment is of critical importance in promoting their creativity and imagination. Early Years settings can support children by encouraging them to explore and experience a broad, rich range of materials, media, music, stories, technology and design.

It is vital that all practitioners value and respect children’s processes as these are as important as their end products, their new ideas and different ways of doing things, and their interests, thoughts and feelings.

An enabling environment will provide children with:

    • opportunities to experiment with inspiring and accessible media and tools
    • the freedom to make a mess and mix materials
    • space to create individually and collaboratively
    • places for display/labelling or opportunities for taking work home (take photographs of items that children choose to take home)
    • opportunities to make choices
    • the right help at the right time; ensure children are given sensitive and appropriate help when they ask or are struggling
    • support to develop mastery in a range of skills, techniques and safety rules
    • the vocabulary of feelings and opportunities to take part in activities that allow them to express their own feelings and emotions
    • opportunities to talk about and evaluate their own achievements.

This list of resources may help you support your children’s learning and development.

Useful Resources:

Learning Through Play

The first 5 years of a young persons life are the most important years in shaping their future and development.

 

What is 'Learning Through Play'?

Each week, the Early Years and Childcare Service will develop new activity cards designed to inspire and engage, linking directly to key areas of the EYFS. Providers are encouraged to use these within their settings and may also wish to share them with families, supporting continued learning and fun at home.

Why not have a look through the EYFS area while you're here? - You will find lots of important information and useful links.

Where will I find the cards each week?

The cards will be available in the Early Years Sector Updates and shared by Buckinghamshire Family Information Service (BFIS) through their social media channels.

You can sign up to the Early Years Sector Updates here.

Previous 'Learning Through Play' Cards

Coming soon!