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Early Years Foundation Stage

Q1: Are you formalising the early years and creating a 'curriculum for tots'?

Q2: Won't allowing registered providers to apply a ratio of 1 adult to 13 children put children in danger?

Q3: Why have you not taken this opportunity to ensure that providers must have an outdoor play area?

Q4: The child-centred approach of the EYFS does not sit well with the 'raising the bar' and the 'phonics first' approach. Shouldn’t teachers and practitioners have the flexibility to use a variety of methods which best meets the needs of individual children?

Q5: What are you doing to address the decline in the Foundation Stage Profile (FSP) results which has shown significant drop from 2004-05 and from 2005-06. (2006 results have shown a decline on 2005 (fell from 48% to 44%), and close the gap between those living in the most disadvantaged areas and the rest?

Q6: By requiring all registered settings to deliver the EYFS, will this mean that specialist providers (eg. Montessori and Steiner) will be squeezed out of the market?

Q7: What is the Early Years Foundation Stage (EYFS)?

Q8: How does the EYFS support the achievement of the PSA1 target?

Q9: Why is the government taking the Foundation Stage out of the National Curriculum?

Q10: Is there evidence that a 'play' based curriculum benefits pre-school children?

Q11: How does EYFS fit with the Rose Review of the teaching of reading?

Q12: Does the EYFS mean changes for the Foundation Stage Profile (FSP) too?

Q13: What are the EYFS welfare requirements?

Q14: What are the ratio and qualification requirements of the EYFS?

Q15: What are the ratio requirements in the EYFS for childminders?

Q16: What does the EYFS Pack contain?

Q17: What training will be available?

Q18: How is the introduction of the EYFS going to be funded?

Q19: What involvement will parents have in their child's learning and development experience?

Q20: What new registration arrangements will underpin the EYFS?

Q1: Are you formalising the early years and creating a 'curriculum for tots'?

A1:

No. However, we are keen to help those who work with children from birth, to apply the best of what is known about how children learn and develop from an early age, through play based provision.

Like the Foundation Stage now (which the EYFS supersedes), the EYFS uses practitioners' observational assessment of children's progress in every day activities. Such observational assessment is used on an ongoing basis to inform how practitioners plan further learning and development activities which are appropriate to the stage each individual child has reached. Assessments are also the basis of effective partnerships with parents and other professionals.

As with the Foundation Stage Profile now, the final observational assessment - or Early Years Foundation Stage "Profile" will be recorded at the end of the reception year and submitted to DfES via local authorities and published each year.

Q2: Won't allowing registered providers to apply a ratio of 1 adult to 13 children put children in danger?

A2: There is no evidence that this will be the case. The ratio applies to children aged over three and only when a teacher, Early Years Professional or a person with another suitable level 6 qualification is present and interacting directly with the children. At other times they would have to continue to meet the existing 1:8 ratio requirement. Many nursery schools already have a ratio of 1:13 and there is no evidence to suggest that children who attend those schools are at greater risk than those attending other types of setting. Moreover, ratio requirements represent minimum levels below which provision will not legally be allowed to fall. We want to encourage more settings to employ more highly qualified staff and this will encourage them to do so.

Q3: Why have you not taken this opportunity to ensure that providers must have an outdoor play area?

A3: We recognise the importance of outdoor play and that regular play opportunities are crucial to a child’s growth and development. EYFS guidance has made clear our expectation that, wherever possible, there should be access to an outdoor play area, which can benefit the children for whom they care. Providers without direct access to an outdoor play area will be expected to make daily arrangements for outdoor play in an appropriate nearby location (unless circumstances make this inappropriate, e.g. unsafe weather conditions). The supporting resources for providers offer examples of ways of engaging with children in outdoor play when private facilities are not immediately available. We are very conscious of the diverse nature of the early years sector, and the real difficulty some providers would have, both logistically and in terms of costs, in meeting a statutory requirement for a linked outdoor play area. The requirement safeguards the provision of childcare in some of the areas where it is most needed.

Q4: The child-centred approach of the EYFS does not sit well with the 'raising the bar' and the 'phonics first' approach. Shouldn’t teachers and practitioners have the flexibility to use a variety of methods which best meets the needs of individual children?

A4:

In line with Rose recommendations, the department is clear that systematic and discrete phonics, undertaken within a broad and rich curriculum, should be the prime approach taught to all children in learning to recognise words.

Good phonics teaching should be engaging and multi-sensory, and should develop all four interdependent strands of language: speaking, listening, reading and writing. Particularly in the early stages, it is important to foster speaking and listening skills as these lay the foundation for reading and writing later on and ensure that the full breadth of children’s communication skills is developed. This is the approach which is taken within the EYFS framework.

Q5: What are you doing to address the decline in the Foundation Stage Profile (FSP) results which has shown significant drop from 2004-05 and from 2005-06. (2006 results have shown a decline on 2005 (fell from 48% to 44%), and close the gap between those living in the most disadvantaged areas and the rest?

A5:

The Foundation Stage Regional Advisers and the National Strategies are taking forward a significant programme to embed effective early years practice - they are helping to ensure high quality training is available, and working with LAs to ensure they focus on identifying and improving the weaker settings. The Department is also making sure that additional and appropriate help is provided to those groups of children who perform less well and we are encouraging increased take up of the 3 and 4 year old offer amongst disadvantaged and low income families.

All the activities to implement the Childcare Act, in particular preparation for the EYFS, give ideal opportunities to reinvigorate the current system, and to raise standards immediately. The EYFS will help to raise quality of early years provision and will ensure that the learning and development experiences children receive are consistent in different settings and meets their individual needs.

In addition, the Childcare Act creates a duty on local authorities, working in partnership with NHS and Jobcentre Plus, and with PVI providers and parents, to improve the outcomes of all young children in their area and reduce inequalities between them. The duty will be reinforced by statutory guidance and statutory targets on local authorities which will be measured by Foundation Stage Profile results (to be superseded by EYFSP results). The new duty will come into effect on 1 April 2008. In preparation local authorities are already engaged in the first round of target-setting for FSP results due in 2008. These are negotiated through the National Strategies within the existing annual process for education targets.

Q6: By requiring all registered settings to deliver the EYFS, will this mean that specialist providers (eg. Montessori and Steiner) will be squeezed out of the market?

A6:

The EYFS does not prescribe teaching methods nor does it prescribe any kind of testing whatsoever. It sets a series of learning goals for children to work towards by the time they reach the end of the EYFS at the age of 5+. Settings have total flexibility in the way in which they work towards those early learning goals. We believe that this flexible approach is fully compatible with both the Steiner and the Montessori philosophies. We recognise that children develop and learn in different ways and at different rates and that all areas of learning and development are equally important and inter-connected.

Both Steiner and Montessori currently accept the terms of the free entitlement, a condition of which is that providers should be adhering to the Curriculum Guidance for the Foundation Stage, which has been fully integrated into the EYFS. We look forward to working with both organisations in the future.

Q7: What is the Early Years Foundation Stage (EYFS)?

A7: The EYFS was launched on 13 March 2007 and will come into force in September 2008. It will be a single framework for care, learning and development for children in all registered early years settings and schools from birth to the end of the reception class (the academic year in which the child turns five.) The EYFS builds on and replaces the existing statutory Curriculum Guidance for the Foundation Stage, the non-statutory Birth to Three Matters framework, and elements of regulatory frameworks in the National Standards for Under 8s Day Care and Childminding.

Q8: How does the EYFS support the achievement of the PSA1 target?

A8: The PSA is a target for 2008 which will still be FSP results. However, all the activities to implement the Childcare Act, in particular preparation for the EYFS, give ideal opportunities to reinvigorate the current system, raising standards immediately and enhancing chances of DfES meeting its PSA target. When the EYFSP supersedes the FSP (September 2008) there will be continuity and comparability of results so that future EYFSP results will still provide a vital source of anonymous data to inform future developments to improve quality of provision and raise standards.

Q9: Why is the government taking the Foundation Stage out of the National Curriculum?

A9: By taking the Foundation Stage (FS) out of the National Curriculum we are developing a comprehensive framework that supports consistency of approach for children from birth to five regardless of the setting a child attends. The framework will provide integrated education and care which best evidence shows provide the best possible outcomes for children. We believe it is right to remove the FS from the curriculum to support this integration and continuity for this age range.

Q10: Is there evidence that a 'play' based curriculum benefits pre-school children?

A10: Research tells us that practitioners working in the most effective settings ensure that children learn through play. The EYFS will ensure all children have the opportunity to learn through play, supported by effective practitioners in inclusive, safe and secure environments with enjoyment and challenge. Practitioners will support children's learning and development by planning to meet their needs, participating in and extending their play in ways which best facilitate their learning.

Q11: How does EYFS fit with the Rose Review of the teaching of reading?

A11: The EYFS takes full account of the findings and recommendations of the Rose Review. It maintains the early priority to be given to speaking and listening skills which the review recommends. We have also revised one of the early learning goals within the learning and development requirements, to reflect his recommended approach (the goal is now 'hear and say sounds in words in the order in which they occur', instead of the potentially ambiguous 'hear and say initial and final sounds in words and short vowel sounds within words' which it replaces).

Q12: Does the EYFS mean changes for the Foundation Stage Profile (FSP) too?

A12: The new Profile will be the same as the FSP in terms of principles, method and the amount of data which settings return to local authorities. There is likely to be some minimal change to the Profile to ensure that it reflects the revised Early Learning Goal for communication, language and literacy. We will change its title to the Early Years Foundation Stage Profile (EYFSP).

Q13: What are the EYFS welfare requirements?

A13:

The EYFS welfare requirements replace the current National Standards for Day Care. The new EYFS requirements:

safeguard and promote children's welfare;
ensure the suitability of adults that look after children or who have unsupervised access to them;
ensure the premises, environment and equipment are safe and suitable for their purpose;
ensure providers plan and organise their systems so that every child receives an enjoyable and challenging learning and development experience; and
set out what records, policies and procedures are required to be maintained for the safe and efficient management of settings and which meets the needs of the children.

Q14: What are the ratio and qualification requirements of the EYFS?

A14:

As the EYFS will apply to provision in all sectors (private, voluntary, independent and maintained), a single set of requirements for adult: child ratios will be applied to all early years settings.

The ratio requirements of all registered providers for children aged up to 3 in group settings will be:

one adult for every three children under 2
one adult for every four 2 year olds

The ratio requirements of all registered providers for 3 and 4 year olds in any registered early years provision will be:

one adult for every 8 children applies for any time outside the hours of 8am and 4pm and at any time where a person with qualified teacher status, early years professional status or another suitable level 6 qualification is not working directly with children. At least one member of staff must hold a full and relevant level 3 (as defined by CWDC) and at least half of all other staff must hold a full and relevant level 2 (as defined by CWDC).
one adult for every 13 children applies between the hours of 8am and 4pm where a person with qualified teacher status, early years professional status or another suitable level 6 qualification is working directly with children. At least one member of staff must hold a full and relevant level 3 (as defined by CWDC).

Q15: What are the ratio requirements in the EYFS for childminders?

A15: The ratios are quite complicated and cater for a number of circumstances but, put simply, each childminder may care for a maximum of six children under the age of eight, of which a maximum of three may be children aged 5 and under. Exceptions to these ratios can be made for siblings and to provide continuity of care in certain circumstances approved by Ofsted, provided that the total number of children under the age of eight being cared for does not exceed six.

Q16: What does the EYFS Pack contain?

A16: The EYFS pack consists of the EYFS Statutory Framework (legal requirements for Learning and Development and Welfare along with statutory guidance); the EYFS Practice Guidance (containing the areas of learning and development, non-statutory guidance, additional advice and information); and additional resources for providers and practitioners - Principles into Practice cards containing effective practice, a Poster and a CD-Rom which contains all the material in one place. The EYFS is available from the Department’s publications house on request (telephone DfES Publications orderline: 0845 60 222 60 and quote 00012-2007PCK-EN), and for free download from teachernet (at http://www.teachernet.gov.uk/teachingandlearning/EYFS ), along with the CD-Rom of all the resource materials which is also available on-line.

Q17: What training will be available?

A17: The Children's Workforce Strategy sets out the key steps we plan to take to ensure all those working in the early years have the necessary skills and qualifications. Training will be available to all providers via their local authorities to support them in the transition to the EYFS framework. DfES is working with the Children's Workforce Development Council (CWDC) to develop specific EYFS training modules to be accredited in the Qualifications and Credit Framework. Local Authorities can fund training, including the EYFS units, once accredited, using the General Sure Start Grant and the Transformation Fund as appropriate. The Transformation Fund can be used to support PVI full day-care, sessional staff and childminders, gaining full level qualifications (3, 4 or level 5) to which the EYFS modules can contribute. Additionally settings receiving the Quality Premium or Home Grown Graduate Incentive can use all or part of the Premium or Incentive for professional development to cover their staff’s EYFS training - this need not be for full level qualifications.

Q18: How is the introduction of the EYFS going to be funded?

A18:

Local Authorities receive funding for workforce development as part of the General Sure Start Grant, and this may be used to provide training in delivering the EYFS. In addition, the Government has made £250 million available through the Transformation Fund over 2 years for workforce development. The majority of this funding will be passed to private, voluntary and independent settings through local authorities to support training and development which will better equip staff to deliver the EYFS.

In recognition of additional pressures on the EYFS training, we have provided an additional £7m in total nationally through the Standards Fund and the GSSG for Local Authorities to prioritise this important area. We have also relaxed the Transformation Fund conditions of spending to include units of EYFS training as well as full Level 3 qualifications.

Q19: What involvement will parents have in their child's learning and development experience?

A19: We recognise that parents are the most important people for children's early learning. Close working between practitioners and parents is vital for supporting children's learning. All providers should work closely with parents, keeping them informed of their child's progress, and their assessment will take account of the learning and development of children when they are with their parents. We will provide support and guidance for practitioners on working with parents to support children’s learning as part of the additional resources published with the EYFS.

Q20: What new registration arrangements will underpin the EYFS?

A20: The Childcare Act 2006 requires OFSTED to operate two registers: the Early Years Register (EYR), for children up to 5 will be introduced from September 2008 to support the Early Years Foundation Stage; and the OFSTED Childcare Register (OCR), for school aged children receiving wrap around or holiday care, and care exempt from registration on the EYR. The new registration and inspection arrangements will help ensure that children are cared for in safe and suitable provision and engaged in worthwhile activities so that parents are reassured about the childcare they choose.