EYFS Framework


Within the group all children are supported in developing their potential at their own pace. Our keyperson system enables us to ensure a planned curriculum tailored to the needs of each individual child. By means of developmentally appropriate play activities and a high level of individual adult input, we offer a curriculum that enables children to progress towards the early learning goals throughout the Early Years Foundation Stage (EYFS) of the National Curriculum and prepare them for entry into Reception class at Infant School.

The areas of learning and development within the Early Years Foundation Stage (EYFS) are: 

Prime areas:

  • Personal, Social and Emotional Development

  • Physical Development

  • Communication and Language

The Early Years Foundation Stage


The Early Years Foundation Stage (EYFS) is a single quality framework from birth to the age of five (i.e. to the end of their first (reception) year at school.) It aims to help young children achieve the five Every Child Matters outcomes:

  • Be Healthy

  • Stay Safe

  • Enjoy and achieve

  • ake a positive contribution

  • Expressive Arts and Design

The EYFS framework describes how early years practioners in schools, settings and childminders will work with children and their families to support their development and learning. It describes how children should be kept safe and cared for and how all concerned can make sure that children achieve all they can during their earliest years of life. It is based on four important themes and principles:

  • A Unique Child - Every child is a competent learner from birth who can be resilient, capable, confident and self-assured

  • Positive Relationships - Children learn to be strong and independent from a base of loving and secure relationships from parents and/ or a key person

  • Enabling Environments - the environment plays a key role in supporting and extending children's development and learning

  • Learning and Development - Children develop and learn in different ways and at different rates and all areas of Learning and Development are equally important and interconnected

Specific areas: 

  • Literacy

  • Mathematics

  • Understanding the World

  • Expressive Arts and Design

Progress Check at 2 years


The Early Years Foundation Stage (EYFS) requires that parents and carers must be supplied with a short written summary of their child’s development in the three prime learning and development areas of the EYFS: 

Personal Social and Emotional Development, Physical Development, and Communication and Language. When the child is aged between 24 - 36 months.


The aim of the progress check are to:


  • Review a child’s development in the three prime areas of the EYFS.

  • Share this information with parents at an agreed time to ensure they have a clear picture of their child’s development.

  • To enable Village Preschool Bosham’s staff to understand the child’s needs and plan activities and experiences to meet them.

  • To enable parents to understand the child’s needs and, with support from the setting, enhance development at home.

  • Note areas where the child is progressing well and identify any areas where progress is less than expected.

  • Describe actions the setting intends to take, to address any development concerns (including working with other professionals where appropriate).


The progress check will:

  •   Be completed by your child’s key person.

  • Arise from the ongoing observational assessments carried out as part of everyday practice in the setting.

  • Be based on skills, Knowledge, understanding and behaviour that the child demonstrates consistently and independently.

  • Take account of the views and contributions of parents, and the child if appropriate.

  • Takes into account the views of other practitioners and, where relevant, other professionals working with the child.


Village Preschool Bosham aims that the progress check will:

  • Be clear and easy to read, avoiding jargon, and will be in their preferred language.

  • Present a truthful yet sensitive reflection of what the child can do and their achievements to date.

  • Identify areas where the child is progressing at a slower pace than expected.

  • Recognize parent’s in-depth knowledge of their child by incorporating their observations and comments, and explain how their child’s learning and development will be supported in the setting.


The following factors will be considered before commencing the check:


  • We will allow a settling in period for the child to enable their key person and other practitioners to build up good knowledge of the child’s development, abilities and interests before completing the progress check.

  • (Normally 6 to 8 weeks depending on their attendance and settling in).

  • The progress check will be done with the child twice yearly progress summary, earlier if it is felt needed.

  • If a child has a period of ill health or a significant event in their family (e.g. family breakdown, bereavement or the arrival of a sibling) it may be appropriate to delay the check.

  • Practitioners will agree with parents when is the best time to provide the summary. If a child has a period of none or irregular attendance.

  • Where possible we will carry out the progress check in time for parents to share it with the health visitor at their two year check.

  • If the child has already had the health visitors 2 year old check we are still required to carry out the 2 year progress check if the child is between 24-36 months.

  • The 2 year progress check can be at any point between 24 and 36 months. 

Parental Involvement


How We Work Together

When children receive warm, responsive care they are more likely to feel secure and valued. We recognise that parents are children’s first and most important educators. When parents and practitioners work together at Village Preschool Bosham, the results have a positive impact on children’s development and learning.

The more practitioners know about your child, the better they are able to support and extend your child’s learning. To enable this process to take place we create a warm welcoming environment with approachable practitioners.

We encourage parents to contribute to their child’s learning journey by informing practitioners of their child’s current interests, achievements and experiences. This helps them to gain a more holistic view of each child so that their learning can be taken on a personal path individual to them.


Tracking Your Child’s Progress

 Your child’s key person will be responsible for tracking your child’s progress through the use of a learning journal. Evidence is gathered throughout their time with us in the way of written observations, photos and samples of their artwork and mark making, which is then used to assess where your child is at during each stage of their learning.

Your child’s learning journey is updated by their key person each term and following this you will be invited to a parent meeting to discuss your child’s progress with them. If your child is between the ages of 2 - 3 years their key person will also carry out a two year progress check on your child’s development. This check helps us to ensure that your child is developing as expected and will highlight any areas that they may need additional support in

Local Offer


Click on the link to get more information about the Local Offer


British Values

The DfE has recently reinforced the need “to create and enforce a clear and rigorous expectation on Early Years to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”


The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Village Preschool Bosham these values are reinforced regularly and in the following ways:



We listen to children’s and parents’ voice. Our behaviour policy is clear that children are expected to contribute and co-operate, taking into account the views of others.


The Rule of Law:

We consistently reinforce our high expectations of children. Children are taught the value and reasons behind our expectations (rules) that they are there to protect us, that everyone has a responsibility and that there are consequences when rules are broken.


Individual Liberty:

Within Preschool, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a Preschool we educate and provide boundaries for young children to make choices safely, through our provision of a safe environment and empowering teaching. Children are encouraged to know, understand and exercise their rights and personal freedoms.


Mutual Respect:

Part of our Preschool ethos and behaviour policy has revolved around Core Values such as ‘Respect’, and children are modelled this by caring, sharing and listening to others. The staff help children to understand how to respect by talking about how actions/words can affect others.


Tolerance of those of Different Faiths and Beliefs:

We aim to enhance children’s understanding of different faiths and beliefs by participating in a range of celebrations throughout the year. Children have the opportunity to dress-up in clothes and try different foods from other cultures and we encourage parents/carers to participate and support our multi-cultural events.

Promoting British values in our Preschool:

In our Preschool we enjoy teaching the children British Values through our daily activities and everyday play. We do this in the following ways:


  • Celebrating and marking British occasions and festivals (see the list below)

  • We teach children to listen to each other and wait before speaking, how to have a conversation

  • Kindness, helpful, respectful of others

  • Table manners

  • Learning about our heritage and history

  • Being polite, saying please and thank you

  • Listening during story and song time

  • Teaching empathy and understanding

  • Appropriate behaviour and learning right from wrong

  • Taking turns and sharing

  • Learning British weather and seasons

  • Being part of local community through outings and partnerships with local schools etc

  • Making friends and friendship

  • Tolerating others and mutual respect

  • Cooking, eating and learning about traditional British food

  • Celebrating British authors and illustrators


British Values Poster