FD Supporting Teaching and Learning IPP Early years

Task 1 Identify reasons for focusing on early learning? Who might be the drivers/stakeholders of the EYFS and why? What role might parents take?

Why? Governmental interest in a ‘greater specification’ for an early years and primary school curriculum can be traced to the 1980s and 1990s debates that were concerned with ‘basic literacy and numeracy’. During this period, Office for Standards in Education (OFSTED's) increasing concern about standards and practice in primary schools led to the introduction of a National Curriculum in primary schools and national assessment.

Drivers/Why Government – skill level of learners leaving school Schools – to improve outcomes of the national curriculum Practitioners – to improve profession Ofsted – improve quality of providers

EYFS EARLY YEARS FOUNDATION STAGE The foundation stage for 3-5 was introduced in 2000 Policy – Choice for Parents, the Best Start for Children (2004) The Foundation Curriculum Guidance (2000) state that ‘ practitioners must be able to observe children and respond appropriately’

Challenges of planning and assessment in the early years (old standards) Advanced planning make it difficult to respond to children’s spontaneous needs – what they may get out of an activity. How children’s records are kept – in accessible records makes planning more difficult and sharing with parents Time and staff intensive if everything is to be captured effectively Record keeping cumbersome

EYFS (new standards) The revised framework, effective from September 2012 http://www.foundationyears.org.uk/early-years-foundation-stage-2012/ This framework is mandatory for all early years providers (from 1 September 2012 Ofsted has regard to the Early Years Foundation Stage (EYFS) in carrying out inspections, and reports on the quality and standards of provision. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/271631/eyfs_statutory_framework_march_2012.pdf

Task 2 What role might assessment take? Identify assessment challenges. Identify the advantages and disadvantages of an education programme specifically for early years. Impact on children? (any anecdotal evidence?) Impact on schools? (are children settled more quickly to learning? – own experiences)

Assessment Assessment plays an important part in helping parents, carers and practitioners to recognise children’s progress, understand their needs, and to plan activities and support. On-going assessment (also known as formative assessment) is an integral part of the learning and development process When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. In the final term of the year in which the child reaches age five, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1.

EYFS outcomes The Early Years Foundation Stage (EYFS) requires early years practitioners to review children’s progress and share a summary with parents at two points: between the ages of 24 and 36 months via the progress check; and at the end of reception via the EYFS profile. This document is a non-statutory guide to support practitioners. It can be used by child-minders, nurseries and others, such as Ofsted, throughout the early years as a guide to making best-fit judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf

Tickell Review 2011 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/184839/DFE-00178-2011.pdf Taken together, these chapters describe the evidence to support Dame Clare Tickell’s recommendations, published in the report, The Early Years: Foundations for life, health and learning.

Why? The evidence is clear that children’s experiences in their early years strongly influence their outcomes in later life, across a range of areas from health and social behaviour to their employment and educational attainment. The most recent neuro-scientific evidence highlights the particular importance of the first three years of a child’s life. A strong start in the early years increases the probability of positive outcomes in later life; a weak foundation significantly increases the risk of later difficulties http://www3.hants.gov.uk/the_tickell_review_the_early_years_-_foundations_for_life__health_and_learning.pdf

Resources International Journal of Early Years Education http://www.tandfonline.com/doi/full/10.1080/09669760.2012.664473