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Andrea Richardson Leeds Early Years Service 2008 andrea.richardson@leeds.uk

The Early Years Foundation Stage Reassuring and supporting the early years workforce to address fears around change. Andrea Richardson Leeds Early Years Service 2008 andrea.richardson@leeds.gov.uk. Overview. Understanding EYFS as an integrated framework Fears and emerging worries.

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Andrea Richardson Leeds Early Years Service 2008 andrea.richardson@leeds.uk

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  1. The Early Years Foundation StageReassuring and supporting the early years workforce to address fears around change Andrea Richardson Leeds Early Years Service 2008 andrea.richardson@leeds.gov.uk

  2. Overview • Understanding EYFS as an integrated framework • Fears and emerging worries

  3. Leeds large metropolitan authority 230 primary schools – 140 with nursery classes 26 LA maintained Children Centres -currently 80 private nurseries in receipt of NEG 70 Voluntary Pre-schools in receipt of NEG 1000 childminders Total of 5000 practitioners working in the EYFS Setting the context

  4. EYFS used in Leeds to…. • Communicate quality -create a universal concept of characteristics of high quality EY provision • Confirm similarities and highlight differences • Identify the single framework – QI to be driven through the system, develop coherent training across the authority draws everything together to be ultimately monitored through SEF + Ofsted • Supporting the workforce to rise to the quality challenge-CPD for staff, EYP leading practice, increased consistency across sectors

  5. Considering what recent research indicates about the way children learn- brain development, differences between boys and girls Focusing on the observation, assessment and planning cycle leading to more personalised learning for children But also…

  6. Phase 1 Whole staff training in group & school settings Full day training for childminders on Saturdays Phase 2 individual practitioners Full day or 2 x half-days at various times and locations The Leeds offer..

  7. Some tensions… • Not another framework! • Timescales -Sept 2008 • Embedding it into existing practices- what needs to change • The scope and scale of the job –capacity • Leaders briefings • Reaching out of school providers • Whole day closure

  8. Shared understanding of the role of the key person Improved transitions to reception class Implementation of documentation across both settings Challenges to Children’s Centres

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