Early Years Foundation Stage (EYFS) Statutory Framework (2026)

Vocabulary practice flashcards covering statutory policies, learning and development goals, assessment methods, staff ratios, and safeguarding requirements under the EYFS framework.

Early Years Foundation Stage (EYFS) Statutory Framework

The mandatory framework setting standards for the learning, development, and care of children from birth to age five for group and school-based providers in England.

Early Years Childcare on Domestic Premises (CoDP)

Childcare provision provided for reward on domestic premises where the number of persons providing or assisting exceeds four (or exceeds three if registered before 1 November 2024).

Early Years Childcare on Non-Domestic Premises (CoNDP)

Early years childcare provided solely on non-domestic premises requiring registration under section 34(1)(a) of the Childcare Act 2006.

Prime Areas of Learning

The three foundational areas of learning that underpin all others: Communication and Language; Physical Development; and Personal, Social and Emotional Development (PSED).

Specific Areas of Learning

The four areas through which prime areas are strengthened and applied: Literacy; Mathematics; Understanding the World; and Expressive Arts and Design.

Characteristics of Effective Teaching and Learning

Three ways children learn: Playing and exploring (investigating and 'having a go'); Active learning (concentrating, persisting, and enjoying achievements); and Creating and thinking critically (having ideas, making links, and developing strategies).

Early Learning Goals (ELGs)

The knowledge, skills, and understanding that children are expected to reach by the end of the EYFS (end of reception year) to support a holistic, best-fit assessment of readiness for Year 1.

Subitising

The ability to recognise quantities without counting, which children are expected to do up to 5 by the end of the reception year under the Number ELG.

Development Matters

The non-statutory government curriculum guidance designed to support early years providers in designing a curriculum and delivering the EYFS learning and development requirements.

Progress Check at Age Two

A mandatory review for children aged between two and three providing parents/carers with a short, written summary of their child's development in the three prime areas.

Reception Baseline Assessment (RBA)

A short, interactive assessment taken within the first six weeks of starting reception to assess early mathematics, literacy, communication, and language, serving as the starting point for primary school progress measures.

Early Years Foundation Stage Profile (EYFSP)

A statutory assessment completed in the final term of the academic year the child reaches age five (no later than 30 June) that assesses attainment against all ELGs as 'meeting' or 'emerging'.

Designated Safeguarding Lead (DSL)

A designated practitioner in every early years setting responsible for leading child safeguarding and liaising with local statutory children's services and Local Safeguarding Partners.

Harm (Children Act 1989)

Defined by section 31(9) as ill-treatment (including sexual abuse and non-physical ill-treatment), impairment of physical or mental health, or impairment of physical, intellectual, emotional, social, or behavioural development, including seeing or hearing the ill-treatment of another.

Paediatric First Aid (PFA) Requirements

The mandatory requirement that at least one person with a current full PFA certificate (renewed every three years) must be on the premises and available at all times when children are present and must accompany outings.

Key Person

A named practitioner assigned to each child to tailor their care to individual needs, provide a settled relationship within the setting, and build strong partnerships with parents and carers.

Staff:Child Ratio for Children Under Two

At least one member of staff for every three children ($1:3$), with at least one holding an approved level 3 qualification or experience-based route status, at least half of other staff holding an approved level 2, and at least half having baby-care training.

Staff:Child Ratio for Two-Year-Olds

At least one member of staff for every five children ($1:5$), with at least one holding an approved level 3 qualification or experience-based route status, and at least half of all other staff holding an approved level 2.

Staff:Child Ratio for Three and Over (with Qualified Teacher/Early Years Teacher)

A ratio of at least one member of staff for every 13 children ($1:13$) where a person with QTS, EYPS, or EYTS works directly with children, supported by at least one other level 3 qualified staff member.

Staff:Child Ratio for Three and Over (without Qualified Teacher/Early Years Teacher)

A ratio of at least one member of staff for every eight children ($1:8$), where at least one member of staff holds an approved level 3 qualification or experience-based route status, and at least half of other staff hold an approved level 2.

Infant Class Size Legislation

Statutory legislation limiting ordinary reception classes in maintained schools and academies to no more than 30 pupils per school teacher.

Indoor Space Standards

Minimum usable indoor floor space per child: $3.5\,\text{m}^2$ for children under two, $2.5\,\text{m}^2$ for two-year-olds, and $2.3\,\text{m}^2$ for children aged three to five.

Safer Sleeping Temperature

The statutory recommended room temperature of $16\text{–}20^\circ\text{C}$ maintained to protect sleeping babies from getting too hot or cold.

Safer Eating Supervision

The requirement that children must always be within sight and hearing of a member of staff while eating, with at least one staff member holding a valid PFA certificate in the room.

Banned Dog Breeds Requirement

The welfare mandate that dogs to which section 1 of the Dangerous Dogs Act 1991 applies (including the XL Bully type) must never be kept or present on early years premises.

Physical Intervention

The use of reasonable force to avert immediate danger of personal injury or manage behavior if absolutely necessary, which does not constitute unlawful corporal punishment.

Special Educational Needs Co-ordinator (SENCO)

A dedicated staff member required in maintained schools and nurseries (and expected in group provision) to lead and support provision for children with SEND.