The Foundation Years Sue Robb Head of Early Years Action for Children
Learn Explore Debate EYFS Specific Events April 2017
Programme • Learn – Policy Developments in relation to the EYFS – Latest news and updates from the sector • Explore – Workforce Strategy • Debate – Assessment
Programme 09.30 Networking with Refreshments 10.00 Welcome and scene setting DfE Policy Priorities EYFS Priorities 10.45 Primary Assessment and Discussion Including Refreshments 11.30 Workforce Strategy going forward 12.15 Updates – SEED, SEND, Sector 12.45 Ofsted 13.00 Plenary and Close
DfE Priorities • Quality delivery of all 3 entitlements • Rich delivery of the EYFS across the sector • Improving outcomes – especially those most disadvantaged • SocialMobility
History Time
History Time All the EYFS versions and birth to 3 matters are on this webpage http://www.foundationyears.org.u k/eyfs-statutory-framework /
Children accessing early years provision through playful experiences and teaching - impacting on quality,progress and outcomes – closing the gap P a E r Q q t u u n a a e l Interconnectivity Interconnectivity l r i i s t t h y y i p Early Years Foundation Stage Framework WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW WWWWWWWWWW
Has the route got confused?? Then Now • Early education and • Still is, but confusion and childcare as one potential myths • Importance of the principles • Remain but have they been and commitments forgotten? • Children’s learning led by • Children’s learning led by need through playful assessment and meeting teaching the goal • Reflective Practice • Pre-packed/Activity Practice • Importance of the • Importance of the workforce workforce
Social Mobility Opportunity Areas • The DfE will work with12 opportunity areas across England where it will focus its energy, ideas and resources on providing children and young people with the chances and choices to fulfil their potential. 6 initial OAs were announced in October 2016 ( Blackpool, Derby, Oldham, Norwich, Scarborough and West Somerset ) and 6 more in January 2017 ( Bradford, Doncaster, East Cambridgeshire and Fenland, Hastings, Ipswich and Stoke-on-Trent ).
Opportunity Areas • This work will involve a partnership between central Government and local and national partners and stakeholders. This will include local authorities, schools, academy sponsors, local and national businesses, Local Enterprise Partnerships, FE colleges, universities, early years providers , the voluntary sector and more, including government backed organisations such as the Careers and Enterprise Company and National Citizen Service. • In each area a partnership board will work alongside a DfE Head of Delivery to develop a credible local delivery plan based on evidence and local need. This plan will comprise the specific problem diagnosis for the area identifying the barriers to social mobility, and the interventions aimed at overcoming these barriers.
Opportunity Areas • Improving education will be a core part of each plan, including the early years, where a strong foundation is essential for future opportunity. We will work closely with other government departments and national organisations to make sure that our plans include a focus on FE participation, careers and employment, training and other programmes which are known to aid social mobility. • The department has allocated an extra £72 million in total for the 12 opportunity areas over the next three financial years: 2017-18, 2018-19 and 2019-20.
Social Mobility • Focus on 2 year olds and quality
Social Mobility • EYPP – how is it being used?
EYFS Priorities Primary Assessment Consultation Improving the Early Years Foundation Stage Profile https://consult.education.gov.uk/assess ment-policy-and-development/primary- assessment/ Closing date 22 nd June
About the Consultation This consultation is about the long-term future of primary assessment in England. It’s mainly concerned with statutory assessment: Preparing children for school Best starting point for measuring progress End of key stage 1 tests End of key stage 2 tests Teacher assessment
Preparing children for school The Early Years Foundation Stage Profile (EYFSP) provides: • a well- rounded picture of a child’s knowledge, understanding and abilities ; • checking progress against expected levels of learning; • Ensuring readiness for Year 1. The EYFSP is valued by the sector but it could be even better EYFSP strengths EYFSP Weaknesses Assesses personal, social and emotional abilities as well Inconsistencies in expectations in reception, as maths and literacy particularly phonics and maths – this influences assessment. Significantly strengthened from 2012, following a Potential unreliability of data comprehensive review Is completely teacher observed and assessed over the Amount of paperwork to complete the assessment has reception year. been expressed as burdensome.
We would like to hear your views… The consultation asks you to respond to the following: The EYFSP measures a child’s development against the ELGs set out in the EYFS statutory framework. Should the profile be improved to better assess a child’s knowledge, skill, understanding and level of development at the end of the early years? If so, please describe which elements could be added, removed or modified.
We would like to hear your views… The consultation asks you to respond to the following: The EYFSP currently provides an assessment as to whether a child is ‘emerging, expecting or exceeding’ the level of development in each ELG. Is this categorisation the right approach? Is it the right approach for children with SEND? What steps could we take to reduce the workload and time burden on those involved in administering the EYFSP? How could we improve the consistency and effectiveness of the EYFSP moderation process whilst reducing burdens?
We would like to hear your views… The consultation asks you to respond to section 3. The best starting point for measuring progress in the primary school: • Baseline Assessment in Reception – if you agree what might be the key characteristics and the timing of it
Discussion and Feedback
Workforce Strategy 2017
The majority of early years staff are qualified to at least level 3. School-based staff more likely to be qualified to degree level At least level 3 At least level 6 95% 94% 93% 92% 92% 79% 77% 77% 74% 73% 69% 69% 39% 33% 29% 26% 15% 10% 8% 7% Group-based Nursery Reception
Early Years workforce strategy Published on 3 March 2017 The aim of the Early Years workforce strategy is to support the early years sector to remove barriers to attracting, retaining and developing the early years workforce. https://www.gov.uk/government/uploads/system/uploads/a ttachment_data/file/596884/Workforce_strategy_02-03- 2017.pdf
The announcements in brief • Raise the status of early years specialist teachers through a consultation on allowing those with Early Years Teacher Status (EYTS) or Early Years Professional Status (EYPS) to lead nursery and reception classes in maintained schools by September • Support the growth of the graduate workforce in disadvantaged areas by exploring with the sector how best to get specialist graduates into the areas where they are most needed and help make sure every child has the best chance to succeed in life, not just the privileged few • Establish a panel of professionals to help develop clear early years career routes as part of the government’s Skills Plan • Raise the profile of early years careers among young people by linking providers with schools and colleges so they can engage with their careers advice sessions and promote a career in the sector • Help attract more men to the profession by promoting the career opportunities available through new and existing networks for men in childcare, engaging with them on recruitment barriers and improving our data on gender;
Announcements continued • Support professional development through a new online training portal and training courses funded by voluntary and community sector grants. • Invest in quality improvement within the sector, through funding projects that bring early years professionals together with schools to share learning. • Develop criteria for the content of level 2 childcare qualifications with the sector and awarding organisations. • Develop a qualification in special educational needs and disabilities (SEND) in consultation with experts so that teaching staff can get recognition for these specialist skills. • Developing guidance for local authorities and early years providers on how an inclusion fund and a targeted disability access fund can be used to support workforce development and SEND specialism. • Funding a range of training and development opportunities through VCS grants including development of training and online resources.
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