Set up in the year 2000 the foundation stage was the curriculum aimed at children aged between 3 and 5 years. In 2008 Every Child Matters, Birth to three and the foundation stage came together as The Early Years Foundation Stage which is greatly based on learning through play and allows all children from birth to five (two to five in this setting) to access resources Freely within the areas of learning. In 2012 the Early Years Foundation stage had an overhaul after being reviewed by Dame Claire Tickell. Dame Tickell has tried to make the foundation stage clearer and easier to use with more emphasis on things that matter most in the early years.Presently the government are looking at making more changes to the EYFS which we will report on as and when they happen.

Areas of Learning & Development

There are seven areas of learning and development that must shape educational programs in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:


Communication and Language Development;

Physical Development;

Personal, Social and Emotional Development.


There are also four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:




Understanding the World;

Expressive Arts and Design.

At W.C.F we work closely with early years teams to develop a high standard education program; we evaluate activities undertaken by the children and improve them as and where necessary. Staff attend many training courses throughout the year to keep updated and bring new ideas into the setting.


Assessment and observation records are kept on all children using the learning book program. Staff observe and assess children electronically and this is shared with parents. Parents can access their child's learning and development through the learning book portal and are encouraged to contribute to their child's assessments also. As a nursery we value parents input as they are the child's first educator. We strive to form strong nursery/home learning links in a number of ways, such as through the learning book and through reading schemes.


We plan activities around the children’s interests, and get them involved with the planning and sorting out what resources are needed. Children play and learn more effectively if they are interested and involved.