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The full document containing the response to the EYFS consultation can be downloaded from this page. If you don't have time to read through the whole document, here's a summary of its contents:
45,000 copies of the draft EYFS were sent out, and 1800 individuals responded. There was overwhelming support for the creation of the EYFS and the concept of bringing together Birth to Three Matters and the Curriculum Guidance for the Foundation Stage. The final EYFS package will be published early in 2007, allowing local authorities a lengthy period of time to provide suitable training before the EYFS becomes statutory in September 2008. The package will include a comprehensive CD-Rom with examples of best practice and guidance on observing and assessing children’s progress, planning for individual children, and progression links between the different developmental stages form birth to five. Also included will be the EYFS Profile handbook and further training materials in completing the Profile at the end of the Foundation Stage. The responses are presented in the following key areas:
Many respondents expressed the view that the document must be clearer, in both the language used and in the format, and there must be greater clarity in the difference between the regulatory requirements and the guidance.
Flexibility in the ratio requirements between the maintained and PVI sectors remain a concern. Many comments were along the lines of there being a potential risk to children if ratios are increased to 1:13 if in the presence of a QTS, EYPS or other level 6 qualified practitioner. There is, the document states, no evidence to suggest that this is the case, and the ratio will remain in all but reception classes in maintained schools. These classes are subject to infant class size legislation (ie a maximum of 30 children to each teacher), although in practice there are an increasing number of teachers and support staff contributing to better ratios.
Some respondents suggested that all staff working with very young children should hold a level 3 qualification, but the DfES state,
We do not believe it would be appropriate to set the qualification requirements much higher now, when we know a lot of providers will not be in a position to meet them….We know that some providers still struggle to meet the qualification requirements set out in the standards and, therefore, believe it is better to support the workforce to upskill now, and to increase qualification requirements at a later date when we know providers will be in a position to respond.
Concerns were raised that the recommendations would lead to too much formality within the early years, and felt that the “phonics first” and the principles of the EYFS are at odds with one another. The DfES reply that good phonics teaching should be engaging and multi-sensory and should develop all four strands of language: speaking, listening, reading, and writing. Taking on board this guidance, in addition to providing a systematic and fun approach to the teaching of phonics, placing it within a broad and rich language curriculum, will not lead to formal teaching in the early years.The CLL goal “Hear and say initial and final sounds in words and short vowel sounds within words” is to be changed to “Hear and say sounds in words in the order in which they occur”.
The icons used to depict the developmental stages of a child were thought by many to be not inclusive of children with SEN. Instead, the Department will be using colour and shading to indicate the different stages.
The draft document did not propose placing a requirement on providers to have an outdoor play area, and there were strong concerns from respondents over this issue. Whilst the Department recognises the importance of outdoor play, and will make clear the expectation that children must have access to outdoor experiences, it felt that by making it obligatory to provide one’s own play area, this would have a negative effect of restricting the number of providers in some areas, for example, a childminder who lives on a flat.
Many respondents stated that they would like more guidance on recording children’s progress, and using observations to plan for children’s next steps in learning. The DfES states, “All children from birth should have a development and learning record to which parents and practitioners contribute and which will move with the child from setting to setting”. The CD-Rom will contain support and guidance for practitioners in this area.
Exemptions are a difficult area to negotiate. More than half of the respondents did not agree with the approach to exempting children, and the Department acknowledge a need to consult further with early years organisations to consider the ethical, cultural, religious grounds for exemptions.
For the EYFS to raise standards and quality in the early years, training must be made available, tailored to the needs of the workforce. The publication of the EYFS in early 2007 will allow a long lead-time prior to implementation in September 2008. The Department is working towards ensuring that training modules will be accredited to level 3, which will be financed in part by the Transformation Fund.