The review of the EYFS Key recommendations The Government response- Families In the Foundation Years The revised EYFS framework published in March 2012 in

particular:- ◦ Characteristics of effective learning ◦ Prime and Specific areas of learning ◦ Assessment ◦ Safeguarding and Welfare Requirements

In July 2011 the government published its policy on the early years – now referred to as

the Foundation Years. It was signed by health and education ministers and reflected the

findings from reviews by Marmot, Allen , Field, Tickell and Munro, Key messages:- The first years of life are fundamentally important –’All children should be able to

enjoy their childhood, in a supportive/nurturing environment.. protected from harm.’

Parents and families are at the heart of services Early education for children –’the primary aim of the foundation years is

promoting a child’s physical, emotional, cognitive and social development so that all children have a fair chance to succeed at school and in later life. .. Universal early education, like school, may help parents manage their childcare costs and working patterns but that is not its principal purpose.’

As well as the current 15 hours per week for 3 and 4 year olds in the future 40% of 2 year olds will be entitlement 15 hours per week free education

A well qualified work force makes a real difference. There will be a doubling health visitors

The importance of health from pregnancy throughout early child hood The value of early intervention School readiness – ‘ Our focus throughout is on children’s development, so that by

the age of five children are ready to take full advantage of the next stage of learning and have laid down foundations for good health in adult life.’

The four themes of the EYFS remain and underpin our work:- Every child is a competent learner from birth who can be resilient, capable, confident and self assured. Practitioners:- understand and observe each child’s development and learning, assess progress, plan for next

steps support babies and children to develop a positive sense of their own identity and culture identify any need for additional support keep children safe value and respect all children and families

Children learn to be strong and independent from a base of loving and secure relationships with parents and/or a key person. Positive relationships are:-

warm and loving sensitive and responsive to the child’s needs, feelings and interests supportive of the child’s own efforts and independence consistent in setting clear boundaries

The environment plays a key role in supporting and extending children’s development and learning. Enabling Environments - value all people and value learning. They offer:- stimulating resources, relevant to the child’s culture and community rich learning opportunities through play and playful teaching support for children to take risks and explore

Children develop and learn in different ways and at different rates and all areas of learning and development are important and inter-connected. Practitioners teach children by ensuring

challenging, playful opportunities across the prime and specific areas. They foster the characteristics of effective early learning :-

Playing and exploring Active learning Creating and thinking critically

1 Playing and Exploring

-engagement

2 Active learning

–motivation

2 Creating and thinking

critically

–thinking

Finding out and exploring Showing curiosity about objects, events and people Using senses to explore the world around them Engaging in open-ended activity Showing particular interests Playing with what they know Pretending objects are things from their experience Representing their experiences in play Taking on a role in their play Acting out experiences with other people

Being willing to ‘have a go’ Initiating activities Seeking challenge Showing a ‘can do’ attitude Taking a risk, engaging in new experiences, and learning by trial and error

Being involved and concentrating ◦ Maintaining focus on their activity for a period of time ◦ Showing high levels of energy, fascination ◦ Not easily distracted ◦ Paying attention to details

Enjoying achieving what they set out to do

◦ Showing satisfaction in meeting their own goals ◦ Being proud of how they accomplished something – not just the end result ◦ Enjoying meeting challenges for their own sake rather than external

rewards or praise Keeping on trying

◦ Persisting with activity when challenges occur ◦ Showing a belief that more effort or a different approach will pay off ◦ Bouncing back after difficulties

Having their own ideas Thinking of ideas Finding ways to solve problems Finding new ways to do things Making links Making links and noticing patterns in their experience Making predictions Testing their ideas Developing ideas of grouping, sequences, cause and effect Choosing ways to do things Planning, making decisions about how to approach a task, solve a problem

and reach a goal Checking how well their activities are going Changing strategy as needed Reviewing how well the approach worked

Prime Areas of learning -the essential foundations for children’s life, learning and success. They

arise from the interaction of innate developmental patterns with experiences. Children are primed to

encounter their environment through relating to and communicating with others, and engaging

physically in their experiences.

Physical development Personal, social and emotional development Communication and Language

Moving and handling Self-confidence and self-awareness Listening and attention

Health and self care Managing feelings and behaviour Understanding

Making relationships Speaking

Specific areas of learning in which the understanding and skill developed through the prime

areas are applied. They provide a context for building on early development and learning beyond the

prime areas. They are influenced by the times we live in and societal beliefs about what is important

for children to learn.

Literacy Mathematics Understanding of the

world

Expressive arts and design

Reading numbers People and

Communities

Exploring and using media

and materials

writing Shape, space, and measures The World Being Imaginative

Technology

Optional guidance material supports practitioners in implementing the statutory requirements of the EYFS.

The guidance was revised by Early Education

A lot of similarities with current materials but slimmed down ,overlaps removed and reflecting prime and specific areas

Still based on the understanding that children are born ready to learn but good development does not occur without each child having opportunities to interact in positive relationships and enabling environments.

Guidance on characteristic and areas of learning and on :-

◦ observing what a child is learning

◦ what adults can do

◦ what adults can provide

Development Matters is designed to help practitioners support children’s learning and development, by closely matching what they provide to a child’s current needs.

It may be used by early years settings throughout the EYFS 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 and support the 2 year old review and EYFSP

The age bands remain and describe typical development

In prime areas –typical development is described from birth

In specific areas – typical development is not always described from birth and the links between the aspect and development in the prime areas and characteristics are high lighted. For example the link between :-

◦ Literacy : writing and Physical Development ◦ Mathematics: shape, space and measure and Physical Development. ◦ Understanding the World ;peoples and communities and Personal, Social

and Emotional Development / Communication and Language ◦ Expressive Arts and Design: being imaginative and all prime areas

It is not a check list – individual children will progress in their own way and at their own rate

The statutory EYFS will require early years practitioners to review

children’s progress and share a summary with parents at two points:

New 2 year old progress report completed at around 2 ½ years focuses on the prime areas and characteristics of effective

learning progress will be assessed by parents and practitioners and

feed into the ‘red book’ The progress report can be used by schools to give them a

picture of each child's development on entry to nursery class and help them plan the next steps.

Plans are being considered to combine the progress report with the 2 year old health check.

The National Children Bureau have devised guidance for practitioners.

Change Early Years Foundation Stage Profile [EYFSP]

Unlike the current EYFSP children will not be assessed against a 9

statements for each area/aspect of learning .Instead practitioners will

be asked to judge the ‘best fit ’. Reception teachers will be asked to

judge whether a child is at :-

•Emerging –progressing through development matters but not yet

at goal level

•Expected- at early learning goals expressed as a statement for

each aspect

•Exceeding –at KS1 once review is completed

The profile will also include information on the child in relation to the

characteristic of effective learning

The aim is support transitions into KS1 by informing KS1 teachers of

the knowledge and skills children already have and the further support

they will need.

Much that is the same- ratios, qualifications, space requirements ,key persons..

Safeguarding is now included in the title

Supervision arrangement :-3.19 Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement which encourages the confidential discussion of sensitive issues.

Risk assessments 3.63 Providers must have a clear and well-understood policy, and procedures, for assessing any risks to children’s safety, and review risk assessments regularly. Providers must determine where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how they are managing risks if asked by parents and/or carers or inspectors. Risk assessments should identify aspects of the environment that need to be checked on a regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised .3.64 Children must be kept safe while on outings….. The risk assessment does not necessarily need to be in writing; this is for providers to judge