The Early Years Foundation Stage is the UK government's statutory framework for the learning, development and care of children from birth to age five.
It sets the standards every early years setting in England must meet, so that children learn and develop well, stay healthy and safe, and start school ready to thrive. This page explains the framework in plain English, and how LAPT supports schools and nurseries that follow it.
Four guiding principles sit behind everything the EYFS asks practitioners to do.
Every child is constantly learning and can be resilient, capable, confident and self-assured.
Children learn to be strong and independent through warm, secure relationships.
Children thrive where adults respond to their interests and needs, and where practitioners and parents work closely together.
Children develop at different rates. The framework covers all children, including those with special educational needs and disabilities (SEND).
Three prime areas build the foundation for everything else. Four specific areas strengthen them and spark curiosity. By the end of Reception, each child is assessed against the early learning goals below.
Spoken language underpins all seven areas.
Feeling secure, managing feelings and getting on with others.
Strength, balance and coordination, large and small.
A love of reading, phonics and early writing.
A deep understanding of numbers to 10 and the patterns within them.
People, places, cultures, the past and the natural world.
Creativity through art, music, movement, role play and stories.
Practitioners plan around how each child learns, not only what they learn. As children move into Reception, teaching of the specific areas increases to prepare them for Year 1.
Children investigate, experience things and have a go.
Children concentrate, keep trying when things are difficult and enjoy what they achieve.
Children have their own ideas, link ideas together and find their own ways of doing things.
Between ages two and three, parents receive a short written summary of their child's development in the prime areas: what is going well, where support may help, and the plan to provide it.
A short assessment taken in the first six weeks after a child starts Reception at school.
In the final term of Reception, each child is assessed against the 17 early learning goals as meeting the expected level or still emerging, and the results are shared with parents.
Year 1 teachers receive the Profile report, so they can plan for each child's stage of development from day one.
The framework sets clear welfare requirements alongside the learning ones.
Each child is assigned a key person who tailors their care, helps them settle and builds a relationship with their family.
At least one person with a current paediatric first aid certificate must be on the premises and available whenever children are present.
Ratios depend on staff holding approved early years qualifications at level 2 and level 3, with suitable experience for the youngest children.
Settings must have clear child protection policies, trained staff and safe recruitment, so every child is protected.
Parents are kept informed about their child's progress and how the setting is organised, and are involved in decisions where practical.
LAPT brings the content and technology that help nurseries and schools teach the youngest learners and keep parents involved.
Short, colourful class videos made for Nursery, LKG and UKG learners, on web and in the LAPT app.
Teacher, student and parent dashboards on one platform, so progress is visible to everyone who supports the child.
Bring LAPT's curriculum, video content and school platform to your setting.
Explore LAPT for SchoolsThis page is a plain-English summary. Early years providers in England must follow the official statutory framework for their provider type, published by the Department for Education.
EYFS statutory framework for nurseries, pre-schools and schools. Effective 1 September 2026.
Read on GOV.UK