Transcript Revised EYFS briefing powerpoint for use by schools and

Revised EYFS Briefing
Early Years Quality and Outcomes
Advisers
Summer 2012
Objectives
• To share Key Messages from the revised EYFS
• To support all Early Years Practitioners in
implementing the revised EYFS
• To share information about how Kent Early Years
Quality and Outcomes team will continue to
support practitioners in the effective
implementation of the revised EYFS
Don’t throw the baby out with the bath water!
Park your questions.
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.
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
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
Changes to the Welfare
Requirements
1.
Child protection
2.
Use of mobile phones and cameras must be included
in safeguarding policies
3.
Suitable people
4.
Staff qualifications, training, support and skills
5.
Childminders must now complete training before they
register with OFSTED
6.
Clarification of exceptions to Staff: Child ratios for
childminders
7.
Risk Assessments
Development Matters in the Early Years Foundation
Stage (EYFS)
This non-statutory guidance material supports practitioners in implementing
the statutory requirements of the EYFS.
Children develop quickly in the early years, and early
years practitioners aim to do all they can to help children
have the best possible start in life. Children have a right,
spelled out in the United Nations Convention on the
Rights of the Child, to provision which enables them to
develop their personalities, talents and abilities
irrespective of ethnicity, culture or religion, home
language, family
background, learning difficulties, disabilities or gender.
this guidance helps adults to understand and support
each individual child’s development pathway. Other
guidance is provided at www.foundationyears.org.uk.
The EYFS statutory framework is available on the
Foundation Years website as well as the Department for
Education website: www.education.gov.uk/publications
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3 Characteristics of effective
learning
CREATING AN
THINKING
CRITICALLY
ACTIVE
LEARNING
PLAYING
AND
EXPLORING
Playing and Exploring
3 characteristics of effective
teaching and learning
These are how children learn
Active Learning
Creating and Thinking
Critically
3 Prime areas of learning
Communication
And Language
ACTIVE
LEARNING
Personal Social
and Emotional
Development
Physical
Development
PLAYING
AND
EXPLORING
CREATING
AND
THINKING
CRITICALLY
4 Specific areas of learning
LITERACY
MATHEMATICS
Communication
and language
ACTIVE
LEARNING
EXPRESSIVE
ART AND
DESIGN
Personal and
Social
development
Physical
development
PLAYING
AND
EXPLORING
CREATING
AND
THINKING
CRITICALLY
UNDERSTANDING
THE WORLD
Prime areas applied in specific areas
MATHEMATICS
LITERACY
Communication
and language
ACTIVE
LEARNING
Personal and
Social
development
EXPRESSIVE
ART AND
DESIGN
Physical
development
PLAYING
AND
EXPLORING
CREATING
AND
THINKING
CRITICALLY
UNDERSTANDING
THE WORLD
Prime areas applied in specific areas
Experiences in specific areas
strengthen learning in prime areas
LITERACY
MATHEMATICS
Communication
and language
ACTIVE
LEARNING
EXPRESSIVE
ART AND
DESIGN
Personal and
Social
development
Physical
development
PLAYING
AND
EXPLORING
CREATING
AND
THINKING
CRITICALLY
UNDERSTANDING
THE WORLD
Specific areas strengthen prime areas
The six areas of learning to be replaced
with seven areas
3 prime areas
4 specific areas
Personal, Social and
Emotional Development
Expressive arts and design
Communication and
Language
Literacy
Physical Development
Understanding the world
Mathematics
These are what children learn
TWEAKING THE AREAS OF LEARNING – A COMMON SENSE APPROACH
TWEAKING THE AREAS OF LEARNING – A COMMON SENSE APPROACH
Children develop at their own rates, and in their own ways. The development statements and
their order should not be taken as necessary steps for individual children. They should not
be used as checklists. The age/stage bands overlap because they are not fixed age
boundaries but suggest a typical range of development.
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.
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.
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”
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”
Summative Assessment
“Development Matters might be used by
early years settings throughout the EYFS
as a guide to making best fit judgements
about whether a child is showing typical
development for their age, may be at risk
of delay or is ahead for their age.”
Summative Assessment
“Summative assessment supports
information sharing with parents,
colleagues and other settings.”
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).
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).
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.
Principles for the progress check
The relationship between ongoing observational assessment and the
progress check
The progress check is underpinned by high quality ongoing, observational
assessment:
It can be shown as a cycle:
The progress can therefore be included in the cycle as follows:
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.
Guidance on the EYFS Profile
• EYFSP Handbook is being trialled by a group of
Local Authorities.
• Handbook and moderation requirements will be
evaluated as part of the trial and any changes
put in place by the Autumn Term.
• Final versions will be published on the
Foundation Years Website in Autumn 2012.
What the Early Years Quality &
Outcomes Team will do next:
• Create a frequently asked questions document in response to
these briefings and publish this along with this powerpoint
presentation on Kent Trust Web.
• Deliver full day Implementing the Revised EYFS training that
can be booked through CPD online.
• Review Observation, Assessment and Planning Training.
• Review policy guidance that is available on Kent Trust Web.
• Update My Unique Story.
• Update the Kent Early Years Progress Tracker
• Plan training and support for schools in the EYFS Profile and
agree a strategy for moderating the new profile.
• Ensure that the Setting Improvement Partner programme
takes account of the revised EYFS – including the Welfare
Requirement checklist.
What the Early Years Quality &
Outcomes Team will do next:
Liaise with other colleagues:
• in Market Development to align their advice and support with
the revised framework.
• in Health to provide guidance for settings on timing of the
Healthy Child Programme health and development review at
age two.
• in KCC Management Information to agree how EYFS Profile
data should be submitted by schools and to review the format
of the EYFS section of Making Figures Speak for
Themselves.
What you can do next:
•
•
•
•
Download or order copies of documentation
Explore the Foundation Years Website
Cascade to your staff team
Consider implications for your practice from
September 2012
• Consider any CPD needs for your staff
• Consider what paperwork is essential to your
practice or a statutory requirement and tweak it
in line with revised EYFS
• Share information on the new EYFS with parents
And finally…….
Carry on helping
every child reach
their full potential.
You are the most important resource.
Thank you.
Useful Websites
www.kenttrustweb.org.uk/ask8/ask8_early_years.cfm
To download documents and articles relating to new EYFS:
www.foundationyears.org.uk
www.education.gov.uk
To purchase printed copies of documentation:
www.early-education.org.uk
www.ndna.org.uk
Information for Childminders:
[email protected](for information on becoming a childminder) or call
08000 32 32 30
Kent NCMA enquiry line: 01622 358660