Early Years Foundation Stage


The Early Years Foundation Stage (EYFS) is our statutory framework in which we follow. The framework looks at seven areas in which children learn. We use these seven areas to plan, observe and assess children’s development.

There are 3 Prime areas:

  • Personal, social and emotional development

  • Physical development

  • Communication and language

The 4 specific areas:

  • Mathematics

  • Literacy

  • Understanding the world

  • Expressive arts and design

Within the nursery we observe the children’s interests and look at their development and use this to plan age appropriate activities.

Termly Assessments

Each term we complete an Individual development map (IDM) on your child. This marks their developmental progress. When we complete these as parents you can expect to receive a termly check which shows you what stage they are at and describes what our next steps for your child are. There is also the opportunity for you to also share what next steps you would like us to work towards with your child.

We believe partnership with parents is vital in the development and happiness of your child. If you ever have any concerns or comments about your child, we are always happy to listen and advise as best we can.



What is tapestry and how you can get involved
Tapestry is an online learning journey that allows us to record children’s interests, developments and achievements. For more information please go to https://tapestryjournal.com/

Each child has their own account where we upload photos, videos and observations. We then link their observation to the EYFS and the stage of development. Parents are then sent an email automatically to inform you that an observation has been completed. You will then be able to log on to a secure area and comment on the observation as well.

This is a great system that allows parents and practitioners to work in partnership and keep up to date on children’s interests and development.

We ask parents to take part in our observations, by uploading a photo and sentence of your child’s interests and experiences with you; it may be linked to a holiday they just went on, learning to put their coat on, or the first time on the slide at the park.
The observations can also be used as ideas for activities you can do at home and repeat.





How we make the decision to start a transition:
It can be a hard decision to decide when a child will move rooms, as we cannot predict the future and we do not know what they will be like. Therefore we use age as a guide, we also look at how long they have been at nursery, who their friends are and their abilities. We also have to factor in occupancy.

A typical child will transition over a couple of months; we do this so that children do not feel abandoned by their previous carers. They will have a split week, we do this because the pace of a new room can dramatically change and can often be overwhelming. Therefore if they have a split week they have a chance to recuperate in their familiar surroundings.

How routines can change during transition?
When children start nursery or change rooms you will often find their routines may change. For example within our older rooms the children only have one sleep a day. Practitioners will be knowledgeable of this and will start to introduce a new routine after talking to you about this in order to prepare them for the up and coming changes.


How can you help with transition?
You can help your child with a transition by talking to your child about their new room; show them photos of the practitioners and visit the room with your child. In our transition packs which you are given when your child is about to move rooms there is a photo frame that you can decorate with your child, and attach a family photo. This can then be brought on their first day to their new room to show everyone and they can use it as a comfort during the day. This gives the child a sense of belonging and allows them to feel they are making a positive contribution to their new room. It also gives the practitioners and children a talking point to help build new attachments with practitioners in the room and their new key person.

We help with transition by the old key person visiting and assisting with the transition as we see appropriate. This could be frequent visits, or going with the child leading up to the transition for a few minutes a day.

Parent pack

When you first start our nursery you are provided with a parents pack that includes various information on how we operate. You can download this information below.