Early Years Foundation Stage (EYFS) The Early Years Foundation Stage (EYFS) is the statutory framework that sets the standards for learning, development and care for children from birth to five years in England. The current framework (effective from September 2021, with updates implemented in September 2025) is mandatory for all early years providers, including maintained schools; non-maintained schools; independent schools; all providers on the Early Years Register; and all providers registered with an early years childminder agency. Ofsted Ofsted (Office for Standards in Education, Children’s Services and Skills) is the regulatory body that inspects and regulates services providing education and skills for learners of all ages in England. Early years providers are inspected against the requirements of the EYFS and the Education Inspection Framework (EIF). Parents/Carers “Parents/Carers” refers to mothers, fathers, legal guardians and the primary carers of looked-after children. This may also include other significant adults and relatives who have parental responsibility or play a key role in the child’s life. Practitioner A practitioner is any suitably qualified or trained adult working directly with children within the nursery, including apprentices and students under supervision. Key Person The Key Person is the named member of staff assigned to an individual child. Their role is to ensure that every child’s care and learning is tailored to meet their individual needs, to help the child become familiar with the setting, to build a secure and settled relationship, and to work in partnership with parents and carers. Special Educational Needs and Disabilities (SEND) A child has Special Educational Needs and/or Disabilities if they have a learning difficulty or disability that requires special educational provision to be made for them, in line with the SEND Code of Practice (2015). English as an Additional Language (EAL) English as an Additional Language (EAL) refers to children whose first language is not English. These children may require additional support to develop English language skills while their home language continues to be valued and supported. Disadvantaged Children Disadvantaged children may include those eligible for Early Years Pupil Premium (EYPP), two year old funding for working or income based families, children who are looked after, or children facing socio-economic challenges. Safeguarding Safeguarding refers to the policies and procedures in place to protect children from harm, abuse and neglect, and to promote their welfare in line with statutory guidance such as Keeping Children Safe in Education (KCSIE) and Working Together to Safeguard Children. Early Years Pupil Premium (EYPP) Early Years Pupil Premium (EYPP) is additional government funding provided to early years settings to support eligible three and four year old children whose families meet certain income criteria, or who are looked after or have left care through adoption, special guardianship or child arrangements orders. The purpose of EYPP is to help close gaps in learning and development between disadvantaged children and their peers by enabling targeted interventions, additional resources and enhanced support. We use EYPP funding strategically to provide targeted support, enriched learning opportunities and interventions that promote progress in communication and language, personal, social and emotional development, and early literacy and mathematics, ensuring children make strong progress from their starting points.

What is a Policy? A policy is a clear statement that explains our principles, values and intentions in a particular area of practice. It outlines what we believe, what we aim to achieve and the standards we follow in line with the Early Years Foundation Stage (EYFS) statutory framework and other relevant legislation. Policies ensure consistency, transparency and accountability across our setting. They provide reassurance to families that we follow clear guidance to safeguard children, promote inclusion and deliver high quality care and education. What is a Procedure? A procedure explains how we put a policy into practice. It outlines the step-by-step actions staff must follow to ensure policies are implemented safely, consistently and effectively. For example: • A Safeguarding Policy explains our commitment to protecting children. • The Safeguarding Procedure explains exactly what staff must do if they have a concern. Together, policies and procedures ensure that our practice is safe, compliant and child-centred. How We Implement and Support Our Policies at Little Explorers At Little Explorers Day Nursery & Preschool, policies are not simply documents, they are embedded into our daily practice. We implement and support our policies through: Staff Training and Continuous Professional Development All staff receive induction training on key policies, including safeguarding, behaviour management, SEND, inclusion and health and safety. Policies are revisited regularly through staff meetings, supervision sessions and ongoing training to ensure they remain live and understood. Consistent Practice Across the Setting Our leadership team monitors practice through learning walks, observations and regular reviews to ensure procedures are followed consistently across all rooms. Clear Communication with Families We believe strong family partnerships are essential. Parents are asked to read our policies before signing registration forms, and policies are available on our website at all times. We welcome questions and discussions to ensure families feel informed and confident. Partnership Working Where appropriate, we work closely with parents, external professionals and local services to ensure policies relating to SEND, safeguarding, EAL and inclusion are implemented effectively and in the best interests of the child. Regular Review and Evaluation All policies are reviewed at least annually, or sooner if legislation changes. We reflect on feedback from staff, parents and children to ensure our policies remain relevant, inclusive and effective. Working in Partnership with Families We recognise that parents are children’s first and most important educators. Our policies are designed to promote transparency, trust and collaboration. We support family partnerships by: • Sharing information clearly and respectfully • Encouraging open communication • Listening to parent feedback • Adapting support plans in partnership with families • Ensuring cultural, linguistic and individual differences are respected By working together, we create a consistent approach between home and nursery, helping children feel secure, supported and ready to thrive.