This research project aimed to investigate the relationship between friendships and academic achievement in the Early Years Foundation Stage. Children in a reception class, the class teacher and teaching assistant’s views were understood through interviews and field notes, then triangulated with the most recent assessment data of learning and development. Findings indicate that there is a correlation between those children who are labelled as a friend and their academic success. The limitations of understanding children’s friendships are highlighted throughout. The research concludes by underlining the importance of every child being unique and friendship presenting itself in a variety if characteristics.