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12 june eyfs staff meeting
- 1. Aims of the revised EYFS • Reduce paperwork and bureaucracy; • Strengthen partnership between parents and professionals; • Focus on the three prime areas of learning most essential for children’s future learning and healthy development; • Simplify assessment at age five; • Provide for early intervention where necessary, through the introduction of a progress check at age two.
- 2. Revised EYFS documents • Statutory Framework 2012 • Development Matters • A Know How Guide - The EYFS progress check at age two • Overall Reforms to the 2012 EYFS Framework
- 3. Changes to the Learning and Development Requirements 1. Areas of learning and development 2. Early Learning Goals and assessment 3. Progress Check at age two 4. Play and teaching 5. English as an Additional Language 6. Wrap-around and holiday care
- 5. Child-initiated Learning • Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. • Children learn by leading their own play, and by taking part in play which is guided by adults. • There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. • Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. • 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.
- 6. English as an Additional Language • Providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. • Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. • When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. • If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.
- 7. Observation, Assessment and Planning “Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations”
- 8. Reducing paperwork “Assessment should not entail prolonged breaks from interaction with children nor require excessive paperwork.” “Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development”
- 9. Statutory Assessments The EYFS requires early years practitioners to review children’s progress and share a summary with parents at two points: • In the prime areas between the ages of 24 and 36 months (the Progress Check at Age 2). • At the end of the EYFS (the EYFS Profile).
- 10. Aims of the Progress check at 2 The aims of the progress check are to: • review a child’s development in the three prime areas of the EYFS • ensure that parents have a clear picture of their child’s development • enable practitioners to understand the child’s needs and plan activities to meet them in the setting • enable parents to understand the child’s needs and, with support from practitioners, enhance development at home • note areas where a child is progressing well and identify any areas where progress is less than expected • describe actions the provider intends to take to address any developmental concerns (including working with other professionals where appropriate).
- 11. The key principles of the progress check at 2 The check: • should be completed by a practitioner who knows the child well and works directly with them in the setting. This should normally be the child’s key person • arises from the ongoing observational assessments carried out as part of everyday practice in the setting • is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently • takes account of the views and contributions of parents • takes into account the views of other practitioners and, where relevant, other professionals working with the child • enables children to contribute actively to the process.
- 12. The Early Learning Goals and the EYFS Profile • Instead of 69 goals there are now only 17. • Instead of the current set of judgements against 117 scale points, teachers will make judgements against the 17 goals. • For each goal teachers determine whether children are meeting expected levels, exceeding or not yet reaching them (emerging). • Share results of Profile with Year 1 teachers along with a commentary on each child’s skills and abilities in relation to the three characteristics of learning. • Share the results of the Profile with parents. • Take part in all reasonable moderation activities specified by the Local Authority. • Report profile results to the Local Authority.
Editor's Notes
- The two sided document “Overall Reforms to the 2012 EYFS Framework” that can be downloaded from the DFE an Foundation Years websites (the address for which are displayed on the final slide/page of this briefing). This document summarises the aims and changes of the revised EYFS. This briefing will explain how these aims (above) are to be achieved.
- These are the key documents that are currently available and that all practitioners will need to successfully implement the revised EYFS (if you only admit children to your school or setting after the age of 3 then the Know how guide to the progress check at age 2 will be less relevant to you – although much of the guidance that this contains about formative and summative assessment and the relationship between observation, assessment and planning is relevant to all ages and stages). The DfE has been clear that there is no intention to provide practitioners with hard copies of these documents. However: the National Day Nurseries Association (NDNA) are selling copies of the Revised Framework and Development Matters (you do not need to be a member to order copies) Early Education, the organisation who were commissioned to write Development Matters, are selling copies of Development Matters Contact details for these organisations are on the final slide/page of this briefing.
- Points 1 -5 will be explored in detail in this briefing. The Key message for wrap-around and holiday care providers is very simple – the Framework makes it clear on page in section 1 paragraph 1.3 that “Wrap around and holiday providers should be guided by but not necessarily need to meet, all the learning and development requirements ” – in other words the framework liberates these providers to decide, in discussion with parents and carers, how to complement the learning that children are accessing in other settings. This is a clear example of the “common sense” approach of the revised EYFS – of course it makes sense that, if a child has been in a reception class all day and then goes to a childminder or afterschool club, it would not be appropriate for them to have “more of the same” – they need to be in an environment that is responsive to their changing needs.
- This summary of the Characteristics of Effective learning appears of page 5 of the revised Development Matters. The statutory requirement with regard to the characteristics of effective learning is at paragraph 1.10 of the statutory framework. These characteristics are now recognised as so significant that there is a new statutory duty to include a commentary on each child ’s skills and abilities in relation to these key characteristics as part of the EYFS profile in the child’s final term in Reception. Pages 6 and 7 of Development Matters Explain the Characteristics of Effective Learning in terms of the Unique Child (observing how a child is learning), Positive Relationships (what adults could do to support children in developing these characteristics) and Enabling Environments (what adults could provide to enable children to develop these characteristics). Providers should read these pages in detail and reflect of what they do well already and the things that they may need to do more of in the future.
- The above statements come from the Statutory Framework paragraph 1.9 In order for children to have opportunities to develop the characteristics of effective learning , they need lots of opportunities to be involved in self-initiated learning. Child initiated learning is the action of a child choosing to extend, repeat or explore an activity. This activity may or may not have been introduced or prompted by an adult – it is the child ’s innovation which makes it self-initiated. Child-initiated learning provides practitioners with a opportunity to observe what children are able to do consistently and independently, but practitioners should not spend all of their time during child-initiated learning just observing children. We know that adult interactions help children make links in their learning and practitioners need to respond with fluidity and sensitivity and actively seek out opportunities for meaningful interaction with children. Adults can and should be present and supportive during child-initiated learning but not directive. For example an adult may be supporting a child to realise an idea by providing necessary resources or by engaging in thought provoking conversation. There is still a place for adult directed and adult led teaching but in the early stages of the EYFS this is likely to be limited to short key person and small group activities such as stories, songs and games. In reception there will be an increasing balance of adult-led and child-initiated activities – for example explicit teaching of literacy and mathematical skills but children will still needs lots of opportunities to apply and rehearse these skills in their child initiated learning in order to embed and apply their knowledge and understanding.
- Paragraph 1.8 of the Statutory Framework clarifies the expectation in relation to Children whose home language is not English. Practitioners will need to bear the final two bullet points in mind as we now go on to consider observation, assessment and planning
- This quote is from page paragraph 2.1 of the revised framework. The purpose of observation, remains, as it always has been, to inform planning for next steps in children ’s learning.
- These quotes come from paragraph 2.2 of the Statutory Framework. The evidence from EPPE research is clear that high quality adult-child interactions (involving 'sustained shared thinking' and pertinent open-ended questioning to extend children's thinking) have a profound impact on children ’s capacity to learn. It is common-sense that we need to maximise the opportunities for such interactions and that unreasonable amounts of time spent recording observations are counterproductive. The message is clear – put away your clipboards and get involved. Skilled practitioners recognise learning when it happens without needing to remove themselves from it. A limited time spent on focussed observation and a few minutes at the end of the session to scribble notes of the significant learning that has taken place for individuals may be sufficient. You need to build in opportunities to talk as a team about progress that individuals have made and how you can strengthen and deepen learning and help children achieve next steps. Just as the revised EYFS is easier to negotiate because there is less of it – your own documented observations and planning should be simple and easy to negotiate in order to easily make those links between significant observations and plans for future learning.
- Summative assessment to inform planning is embedded in ongoing good practice through a child ’s learning journey. Good practice in early years involves regular summative reviews and dialogue with parents. The revised EYFS identifies two STATUTORY summative Assessment points when practitioners MUST record and share these assessments with parents (read from slide).
- These are the aims of the Progress Check. It is up to practitioners to decide what information over and above the prime areas should be included in this summary.
- These are the principles that should underpin the progress check.
- The Early Learning Goals are set out on pages 7 to 9 of the statutory framework and appear in bold in the Unique Child column of the 40-60+ months row for each aspect of learning – i.e. 17 aspects and 17 goals.