The announcement also confirmed that the Reception Baseline Assessment will be statutory for schools from the same date.
The reforms will introduce a focus on language and vocabulary development for under-fives, including teaching numbers in maths.
The new framework also aims to reduce unnecessary paperwork for practitioners and reception teachers giving them more time to support children’s early development, the DfE has said.
The changes have been introduced to support the government’s plans to raise standards in early education in order to improve outcomes for all children, particularly disadvantaged children, a statement added.
Schools Minister Nick Gibb said: “It is vital that children do not miss out on building important vocabulary and reading skills in their early education, despite the challenges the pandemic has presented.
“Our early years reforms have already shown great results in pilots, and schools across the country are now set to benefit from strengthened teaching practice and improved standards of early education.”
The revised EYFS statutory framework has been published and legislation laid in parliament with all registered nurseries, childminders, schools and pre-schools expected to follow it from September.
According to the DfE document the revised framework focuses on:
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A strong and holistic curriculum that puts early language development at the heart;
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A streamlined and effective assessment process through a revised EYFS profile and removing statutory local authority moderation, which will reduce unnecessary workload and cement the EYFS profile as a tool that is designed to support children’s transition to year 1;
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A new requirement to promote good oral health.
Early years leaders say they have accepted the need for reform but have criticised the DfE’s process over a “lack of any meaningful engagement with the sector”.
Neil Leitch, chief executive of the Early Years Alliance, said: “Rather than reinforcing the need for, and value of, a child-centred approach to early years practice, the new framework appears to represent a shift towards a much more formal approach to provision, and one where the EYFS is seen as preparation for Key Stage 1, rather than a vital stage in and of itself.
"The alliance will continue to support the sector to implement and deliver the new framework in a way that reflects the critical importance of a broad, child-centred approach, underpinned by a commitment to learning through play – practice that we as a sector know is best for supporting early development."
