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Early Years Foundation Stage Policy

COMMITTED TO MEETING STATUTORY FRAMEWORK FOR THE EARLY YEARS FOUNDATION STAGE FOR GROUP AND SCHOOL BASED PROVIDERS (SEPT 2026)

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EYFS

Picnics After School Club is committed to providing high-quality, inclusive and nurturing wraparound care for children in the Early Years Foundation Stage (EYFS). We recognise that children in Reception require care that supports their emotional wellbeing, physical development, independence and learning through play.

Our provision complements the education children receive during the school day by providing a safe, stimulating and welcoming environment where they can relax, play, build friendships and develop confidence.

The welfare of every child is paramount, and we are committed to meeting the safeguarding and welfare requirements of the Early Years Foundation Stage (EYFS) Statutory Framework for Group and School-based Providers.

This policy applies to:

  • All children attending Picnics After School Club who fall within the EYFS age range.
  • All staff, volunteers, students and agency staff.
  • Parents and carers of EYFS children.

Statement of Commitment

Picnics After School Club will:

  • Promote every child’s health, safety and wellbeing.
  • Provide a warm, welcoming and inclusive environment.
  • Support children’s emotional security and confidence.
  • Encourage learning through play and exploration.
  • Promote independence and resilience.
  • Value every child as an individual.
  • Work in partnership with parents, carers and schools.
  • Meet all applicable safeguarding and welfare requirements of the EYFS.

OUR EYFS PRINCIPLES

Our practice is based on the four overarching principles of the EYFS.

Every Child is Unique

We recognise that every child:

  • Learns and develops at their own pace.
  • Has individual interests, strengths and needs.
  • Deserves to be respected, listened to and valued.
  • Should be supported to reach their full potential.

We celebrate diversity and ensure every child feels welcomed, included and valued.

Positive Relationships

Children thrive when they feel safe and secure.

Our staff build warm, caring and respectful relationships by:

  • Getting to know each child well.
  • Listening to children’s views.
  • Responding to individual needs.
  • Providing reassurance and encouragement.
  • Promoting children’s confidence and self-esteem.

Enabling Environments

We provide an environment that enables children to:

  • Play freely.
  • Make choices.
  • Explore safely.
  • Develop friendships.
  • Be creative.
  • Take appropriate risks through play.

Resources are organised to encourage independence and are appropriate for children’s age and stage of development.

LEARNING THROUGH PLAY

Learning Through Play

Play is central to children’s development.

Our wraparound provision complements the school day by offering opportunities for:

  • Creative play.
  • Construction and small world play.
  • Arts and crafts.
  • Outdoor play.
  • Physical activity.
  • Imaginative play.
  • Reading and storytelling.
  • Board games and puzzles.
  • Cooking and food preparation.
  • Child-led activities based on children’s interests.

Activities are planned to be enjoyable, inclusive and developmentally appropriate rather than delivering formal classroom teaching.

SAFEGUARDING AND WELFARE

The safety and well being of children underpin everything we do.

We will:

  • Maintain effective safeguarding procedures.
  • Follow our Safeguarding and Child Protection Policy.
  • Ensure all staff receive safeguarding training.
  • Maintain appropriate supervision.
  • Complete regular risk assessments.
  • Record accidents and incidents accurately.
  • Promote children’s emotional well being.

Any safeguarding concerns will be reported immediately to the Designated Safeguarding Lead (DSL).

 Key Person Approach

Where appropriate, Reception children will be supported by familiar members of staff who build positive relationships and help children feel secure during transitions between school and the club.

Staff will take time to understand each child’s interests, routines and individual needs to ensure they feel safe, valued and included.

Supporting Learning and Development

Although Picnics After School Club is not responsible for delivering the EYFS educational programme, we support children’s development by providing rich play experiences that encourage:

  • Communication and language.
  • Physical development.
  • Personal, social and emotional development.
  • Creativity.
  • Curiosity.
  • Problem solving.
  • Confidence.
  • Independence.

Children are encouraged to make choices, solve problems and explore their own interests through play.

PARTNERSHIP WITH PARENTS AND SCHOOLS

Positive partnerships are essential to achieving the best outcomes for children.

We will:

  • Share relevant information with parents and carers.
  • Respect parents’ knowledge of their child.
  • Work collaboratively with schools where appropriate.
  • Share safeguarding information in line with statutory guidance.
  • Discuss any concerns regarding a child’s wellbeing promptly and sensitively.

INCLUSION AND SEND

We are committed to ensuring every child has equal opportunities to participate fully in our provision.

We will:

  • Make reasonable adjustments where required.
  • Work with parents, schools and other professionals.
  • Promote an inclusive environment.
  • Respect children’s individual abilities and needs.
  • Support children with Special Educational Needs and Disabilities (SEND) to achieve positive outcomes.

BEHAVIOUR EMOTIONAL WELL BEING, HEALTH HYGIENE AND NUTRITION

We promote positive behaviour through:

  • Warm and respectful relationships.
  • Clear and consistent expectations.
  • Positive praise and encouragement.
  • Age-appropriate guidance.
  • Restorative conversations.
  • The use of the club’s Reflection Chair where appropriate, in line with our Behaviour Management Policy.

Children are supported to recognise and manage their emotions, resolve disagreements and develop positive relationships with others.

Health, Hygiene and Nutrition

We promote healthy lifestyles by:

  • Providing access to fresh drinking water.
  • Encouraging healthy snacks and meals.
  • Supporting good hand hygiene.
  • Promoting physical activity and outdoor play.
  • Following robust infection prevention procedures.
  • Managing allergies and dietary requirements safely.

Outdoor Play

Outdoor play is an important part of children’s daily experience.

Where possible, EYFS children will have opportunities to:

  • Develop physical skills.
  • Explore nature.
  • Build confidence.
  • Engage in active play.
  • Develop coordination and balance.

Outdoor environments are risk assessed and supervised at all times.

Transitions

We recognise that transitions can be significant for young children.

Staff will support children by:

  • Providing consistent routines.
  • Offering reassurance.
  • Working closely with parents and schools.
  • Helping children settle into club life at their own pace.

STAFF TRAINING

All staff working with EYFS children will receive training appropriate to their role, including:

  • Safeguarding and child protection.
  • Behaviour management.
  • Paediatric First Aid.
  • SEND awareness.
  • Food hygiene.
  • Health and safety.
  • Inclusion and equality.

Staff are expected to keep their knowledge up to date through ongoing professional development.

Monitoring and Review

The Manager will monitor EYFS practice by:

  • Observing staff interactions.
  • Reviewing activities and environments.
  • Monitoring children’s wellbeing.
  • Seeking feedback from children, parents and staff.
  • Reviewing policies and procedures annually.
  • Implementing improvements where necessary.

Related Policies

  • Safeguarding and Child Protection Policy
  • Behaviour Management Policy
  • SEND and Inclusion Policy
  • Equality, Diversity and Inclusion Policy
  • Arrival, Departure and Collection Policy
  • Health, Illness and Infection Control Policy
  • Food, Nutrition and Food Safety Policy
  • Risk Assessment Policy

LEGISLATIVE AND STATUTORY FRAMEWORK

Legislative and Statutory Framework

This policy has been developed with reference to:

  • Early Years Foundation Stage (EYFS) Statutory Framework for Group and School-based Providers (effective 1 September 2026).
  • Childcare Act 2006.
  • Children Act 1989 and Children Act 2004.
  • Equality Act 2010.
  • Data Protection Act 2018 and UK GDPR.
  • Working Together to Safeguard Children (current edition).
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