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Under the revised EYFS, planning for children's needs undergoes only subtle changes arising from the differences between prime and specific areas, as Ann Langston, director of Early Years Matters consultancy, explains

The approach to formative and summative assessments is not obviously different under the revised Early Years Foundation Stage. However, practitioners will need to be alert to subtle but significant changes and prepare accordingly, advises Ann Langston.

Observation provides a lens through which to view the child's world, so it needs to remain at the heart of a setting's planning cycle under the revised EYFS if practitioners are to meet the developmental and learning needs of every child, says Ann Langston.

How to make the most effective use of the Early Years Foundation Stage Profile is explained by Marie Charlton and Jan Dubiel, Early Excellence Development Team.

When is a box not a box? When it's a bus, a train, a boat or a bed. Michael Jones describes one innovative nursery project using both child-initiated and adult-led activities.

Researchers have used a variety of innovative ways to gather children's experiences of the EYFS in their early years setting, a new report shows.

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