Implementation of the Revised Early Years Foundation
Stage
18th May 2012: Briefing Session for WEPHA Heads
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
•
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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
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 childinitiated 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 event
Successful 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
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