The new EYFS framework

1. The new EYFS framework Julian Grenier, headteacher julian.grenier@sheringham-nur.newham.sch.uk

2. Aims of this session To give an overview of the key milestones towards the new EYFS To consider the new focus on the characteristics of effective learning To consider new approaches to assessment which reduce paperwork

3. How the coalition government describe their vision “The foundation years are vitally important in their own right and for promoting future life chances.” “The moral argument is clear and the economic argument increasingly well understood.” Source: www.education.gov.uk

4. The coalition government say that they will be: Ensuring a focus on child development; Recognising parents and families need to be at the heart of foundation years services; Promoting effective and evidence-based early intervention; Working to improve the quality of the workforce; and Establishing a new relationship between central government, commissioners and providers. Source: www.foundationyears.org.uk/new-eyfs/

5. DfE/4 children: questions to ponder What do you do in your daily role to further the partnership with health? How confident are you in working with parents to support their children’s learning and development? What evidence-based programmes do you use to support early intervention? Source: www.foundationyears.org.uk/new-eyfs/

6. Milestones towards the EYFS EYFS Framework - Spring 2012 Supporting guidance including Development Matters and Profile Handbook Principles and commitments remain Ofsted framework will respond to new EYFS Implementation from September 2012

7. Foundation Years website www.foundationyears.org.uk/new-eyfs/ On the publication of the new EYFS Framework this page will be a gateway to an interactive EYFS Framework website. It will give access to: 

8. EYFS Statutory Framework EYFS Profile guidance Remodelled ‘Development Matters’ material in response to the revised areas of learning Case studies and advice on completing the progress check at age 2 A summary of the EYFS for parents A checklist highlighting the changes between the 2008 Framework and the revised 2012 version

9. In addition, there will be links to previous guidance and materials which remain helpful in implementing the new framework – such as ‘Learning, Playing and Interacting’ and ‘Birth to 3 Matters’ – plus frequently asked questions and good practice. Source: www.foundationyears.org.uk/new-eyfs/

10. New EYFS learning and development requirements PRIME AREAS: All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are:

11. New EYFS learning and development requirements THE PRIME AREAS: • communication and language • physical development • personal, social and emotional development

12. New EYFS learning and development requirements SPECIFIC AREAS Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are:

13. New EYFS learning and development requirements SPECIFIC AREAS • literacy • mathematics • understanding the world • expressive arts and design

14. The new EYFS is intended to: • Refocus on interactions with children • Strengthen characteristics of learning – how children learn, not just what • Early Learning Goals reduced to 17 • EYFS Profile becomes a best fit model • 2 year old progress check for parents • Highlighting partnership with parents Source: www.foundationyears.org.uk/new-eyfs/

15. Changes to welfare requirements include: • Child protection: examples of adults’ behaviour which might be signs of abuse or neglect • Safeguarding – cameras and mobile phones • Staff qualifications, training, support and skills, including supervision • It is for providers to judge whether a written risk assessment is needed

16. English as an additional language For children whose home language is not English, 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 …

17. English as an additional language 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.

18. Advice from 4 Children is: • Build on existing practice - refinement rather than change • Retain resources ,systems and structures Source: www.foundationyears.org.uk/new-eyfs/

19. Characteristics of effective teaching and learning How children learn What children learn

20. The Tickell Review “Observational assessment is integral to effective early years provision. The evidence clearly shows this type of assessment lies at the heart of providing a supporting and stimulating environment for every child …

21. The Tickell Review “… if the objective of the EYFS to create environments where practitioners understand children and can tailor their provision and teaching to support their development is to succeed, then observational assessment needs to be retained.”

22. The EYFS statutory framework “Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.”

23. The EYFS statutory framework Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process.

24. The EYFS statutory framework 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. In their interactions with children, practitioners should respond to their own day-to-day observations about children’s progress, and observations that parents and carers share.

25. 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. Parents and/or carers should be kept up-to-date with their child’s progress and development. Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.

26. Reflecting on assessment… Use the observational technique you need to help you Observe some children more than others Make sure that every observation is turned into action Share assessments with children Spend time talking to parents and carers

27. The Tickell Review “The way that practitioners are expected to guide children’s learning and development is set out through the EYFS requirement for practitioners to observe the things that children can do, and to respond to these to help children progress to their next level of development.”

28. The Tickell Review “Only a small number of key achievements need to be recorded periodically – and skilled practitioners should spend most of their time interacting directly with children to guide their learning rather than writing things down.”

29. The EYFS statutory framework 3 characteristics of effective teaching and learning: playing and exploring - children investigate and experience things, and ‘have a go’;

30. The EYFS statutory framework active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; • creating and thinking critically -children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

31. Key person Each child must be assigned a key person … Providers must inform parents and/or carers of the name of the key person, and explain their role, when a child starts attending a setting. The key person must help ensure that every child’s learning and care is tailored to meet their individual needs.

32. Key person The key person must seek to engage and support parents and/or carers in guiding their child’s development at home. They should also help families engage with more specialist support if appropriate.

33. Ofsted requirements Show how much progress children make, with reference to their starting points; Know about the progress being made by vulnerable groups of children; Know about the extent to which you are “narrowing the gap”.

34. Suggested practical steps Do you know which children are in the lowest 20% in the group? Do you observe them more often? Do they appear in the planning more often?

35. Suggested practical steps Review the purposes of assessment and the amount of paperwork; Reconsider systems: focus on how best to meet children’s differing needs; Look again at the balance of time spent of assessment as opposed to planning

36. Parents and carers 20% of parents said they wished they had received more feedback about their child's development and progress. Overall, there was a close match of parents not getting feedback, and parents not being happy for other reasons. (DFE evaluation of the pilot phase, Early Learning for Two-Year Olds)

37. Parents and carers 2 characteristics of effective early years settings according to the EPPE Project: sharing the centre’s educational goals for children with their parents sharing an ongoing weekly or monthly (rather than termly or annual) communication with parents