18 th May 2012: Briefing Session for WEPHA Heads

18th May 2012: Briefing Session for WEPHA Heads

Implementation of the Revised Early Years Foundation Stage

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Aims and Objectives

• Have a clear understanding of the key changes of the revised EYFS framework

• Be aware of the implications of these changes• Be confident to ‘cascade’ information within school

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Timeline

Statutory Timelines:• Implementation – Sept 2012 • EYFS profile – Autumn 2012

Essex CPD• Further EYFS training

opportunities offered

through learning communities• EYFS profile - training

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Background to the Revised EYFS

• The reform of the EYFS is an integral part of the Government’s wider vision for families in the foundation years

www.foundationyears.org.uk

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Key changes

• Introduction of three prime and four specific areas of learning

• Simplification of the EYFS Profile

• Improved clarity around the statutory requirements for safeguarding and welfare

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Key Changes

Revised areas of learning and development

•3 prime areas:•personal, social and emotional development;•physical development; •communication and language

•4 specific areas •literacy; •mathematics;•understanding the world; and•expressive arts and design.

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Assessments

There are 2 statutory assessment points during a child’s EYFS journey:

• 24 to 36 months assessment

and;

• End of EYFS assessment

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Progress check at age two

• the revised EYFS introduces a requirement for providers to review children’s progress when a child is aged between two and three. A short written summary must be provided to parents or carers, highlighting achievements and areas in which extra support might be needed, and describing how the provider will address any issues

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End of EYFS assessment

• Reduction to 17 Early Learning Goals

• Change from EYFS profile points – emerging, expected, exceeding

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Changes to the welfare requirements include

• 1. Child protection: the revised EYFS includes examples of adults’ behaviour which might be signs of abuse and neglect. If they become aware of any such signs, staff should respond appropriately in order to safeguard children.

• 2. The EYFS now requires that safeguarding policies and procedures must cover the use of mobile phones and cameras in the setting.

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Changes to the welfare requirements include • Staff qualifications, training, support and skills: a requirement

has been introduced in relation to staff supervision. Providers must give staff opportunities for coaching and training, mutual support, teamwork, continuous improvement; and confidential discussion of sensitive issues.

• 7. Safety and suitability of premises, environment and equipment: the requirements in relation to risk assessment have been adjusted to clarify that it is for providers to judge whether a risk assessment needs to be recorded in writing.

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Play and teaching

• Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity.

• Statutory Framework for the EYFS 1.9

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• As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

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English as an additional language

• the relevant requirements give clearer focus on the reasonable

steps providers must take, including the assessment of children’s skills in English.

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A process rather than an eventSuccessful transition happens where:

• Transition is made a priority

• Children are familiar with the people, places and routines

• Parents are involved, consulted and supported

• Routines and approaches to learning and teaching are relaxed and flexible

• Friendships are acknowledged

• There is a degree of predictability

• An effective key person system is in place

• Children have opportunity to take control of what is happening to them within a safe yet challenging place

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School Readiness:

Children should start school healthy, happy communicative, sociable, curious, active and ready and equipped for the next phase of learning

p.12 Supporting Families in the Foundation Stage.

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Wrap-around and holiday care

• the framework now makes clear that the EYFS requirements do not need to be delivered in full when children spend limited amounts of time in a setting.

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Increased focus:

• Working in partnership with parents

• Child development

• Characteristics of effective learning

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Second page of characteristics of learning

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Useful websites

•Foundation stage forum www.eyfs.info

•DFE – www.education.gov.uk

•www.ofsted.gov.uk

•www.foundationyears.org.uk

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Learning Communities