Early Years Term Dates
TERM DATES
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AUTUMN TERM 2025 - 01 September 2025 – 12 December 2025 (inclusive)
*01 September 2025 Inset Day
01 September 2025 – 24 October 2025 – First Half Term
27 October 2025 - 31 October 2025 Half Term Break
03 November 2025– 12 December 2025 – Second Half Term
16 December 2025 – 02 January 2026 Christmas Break
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SPRING TERM 2026 - 05 January 2026 – 27 March 2026 (inclusive)
05 January 2026 - 13 February 2026 - First Half Term
16 February 2026 – 20 February 2026 Half Term Break
23 February 2026 – 27 March 2026 – Second Half Term
30 March 2026 10 April 2026 Easter Break
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SUMMER TERM 2026 - 13 April 2026 – 17 July 2026 (inclusive)
*17 July 2026 Inset Day
13 April 2026 – 22 May 2026 - First Half Term
25 May 2026– 29 May 2026 Half Term
01 June 2026– 17 July 2026 – Second Half Term
20 July 2026 – 01 September 2026 Summer Break
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AUTUMN TERM 2026 - 02 September 2026 – 11 December 2026 (inclusive)
*02 September 2026 Inset Day
02 September 2026 – 23 October 2026 – First Half Term
26 October 2026 - 30 October 2026 Half Term Break
02 November 2026 – 11 December 2026 – Second Half Term
14 December 2026 – 01 January 2027 Christmas Break
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SPRING TERM 2027 - 04 January 2027 – 25 March 2027 (inclusive)
04 January 2027 - 12 February 2027 - First Half Term
15 February 2027 – 19 February 2027 Half Term Break
22 February 2027 – 25 March 2027 – Second Half Term
26 March 2027 - 09 April 2027 Easter Break
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All dates are currently provisional and could be subject to change
*3 more inset days to be arranged
The Early Years Foundation Stage (EYFS) is the statutory framework that all early year’s settings must meet to ensure that all children learn and develop well. The EYFS promotes teaching and learning to ensure children are ready for school.
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There are four guiding principles that should shape practice in the early years settings these are -
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A unique child - every child is a unique child who is constantly learning and can be resilient, capable, confident, and self-assured.
Positive Relationships - children learn to be strong and independent through positive relationships.
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Enabling Environments - children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
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Learning and Development - importance of learning and development. Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).
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Practitioners teach children by ensuring challenging, playful opportunities across the prime and specific areas of learning and development.
