In 2018 the Department for Education (DfE) proposed changes to the early learning goals and the assessment process within the Early Years Foundation Stage (EYFS).
On 1st July 2020 (following a consultation period), the DfE published two documents:
The reforms announced are designed to:
To be clear these documents are for schools opting to be early adopters; the reforms are due for national roll out from September 2021.
The EYFS reforms have received a very mixed response from the early years sector. There is currently a petition against them (see further reading for details of the campaign and the DfE response).
Despite the consultation responses to the new reforms, little has changed since the consultation draft. Across the sector, there are:
Who remembers the National Standards? Desirable Learning Outcomes? Curriculum Guidance for the Foundation Stage? Birth to 3?
These all came before the conception of the Early Years Foundation Stage in 2008. The EYFS has been revised and updated several times in 2012, 2014 and 2017. All these changes impacted our daily practice, policies and paperwork in some way, shape or form. I vividly recall the reluctance of delegates to introduce the EYFS at training sessions up and down the country in 2008! The early years sector is immensely resilient!
Since Dame Clare’s review in 2011 informing the 2012 revisions to the EYFS, the learning and development requirements have remained unchanged. The current non-statutory guidance document Development Matters (2012) has been a hugely influential and informative document. However, sadly the original intentions around the document have been lost. Despite the document stating on every page that it is not a checklist (as children learn and develop at their own rate), in practice, it has been used as an assessment tool. Additionally, since 2012, there has been a lot of additional research on brain development, self-regulation, executive function, etc.
The revised Development Matters document was published in early September. Remember that this is not nationally rolled out until September 2021, so take time to read through it. Perhaps take it in 4 bite sized pieces:
If you have staff talk about each part of the revised document in staff meetings. Are there any questions? Do you want to make any changes to your practice? Is there any training or CPD required? We are expecting a practice guidance document from the DfE soon. We will, of course, keep you updated when it is available!
Emotional wellbeing in early years is perhaps more pivotal than it has ever been with the pandemic. It is well documented that children learn best through play. The current framework makes it clear that the prime areas of learning pave the foundations for future learning; children need to learn through play, exploration, creativity and critical thinking.
The Early Years Inspection Handbook, pp30 states…
‘The EYFS (educational programmes) provides the curriculum framework that leaders build on to decide what they intend children to learn and develop. Leaders and practitioners decide how to implement the curriculum so that children make progress in the seven areas of learning. Leaders and practitioners evaluate the impact of the curriculum by checking what children know and can do’. It proceeds ‘leaders assure themselves that the setting’s curriculum (educational programmes) intentions are met and it is sufficiently challenging for the children it serves’.
Early years settings will already have their own ethos and pedagogy. Child development has not changed, children still need the same opportunities to learn as they always have had. We need to provide cultural capital, the awe and wonder to provide children with the knowledge that they need for the next stages in their lives.
The EYFS is a framework; it may guide your curriculum but the learning opportunities on offer need to be responsive to children’s individual interests and needs. There is no single right way to achieve this! A curriculum rooted in child development, providing each unique child with what they need in the here and now, will help them to build their experiences and learning for the future.
The early adopter EYFS Profile, pp6, states…
‘The early learning goals (ELGs) are what is assessed at the end of the Reception year and should not be used as a curriculum’.
We have a year to engage with the changes and plan how to deliver this in practice. When it is available, the revisions to the Development Matters document may answer some of our questions.
Sue delivered an ‘excellent and very informative’ Kinderly webinar on 5th August where she helped practitioners understand the changes to the new early learning goals. Catch up with the webinar now!
Early years foundation stage profile 2021 handbook EYFS reforms early adopter version June 2021 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/896869/EYFSP_Handbook.pdf
Early Years Foundation Stage Statutory Framework 2020 Early adopters https://www.gov.uk/government/publications/early-adopter-schools-eyfs-framework
Early Years Foundation Stage Reforms Government response document https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/896872/EYFS_reforms_consultation_-_government_response.pdf
Getting it Right – literacy review https://www.early-education.org.uk/sites/default/files/Getting%20it%20right%20in%20the%20EYFS%20Literature%20Review.pdf
Sue Asquith – Early Childhood Consultant and Published Author