"The Fabulous Early Years
Foundation Stage "
edited by Terry Gould
@£17.99 or less from
all good book suppliers
Value for money and a very useful and popular book for all managers, leaders,
practitioners and students alike.
It provides ideas and reflections on good practice
including:
* Learning environments -indoors and outdoors
* Reflections on the EYFS themes
* Early ICT
* Working with parents
* Observation and assessment
* Planning
* Inclusion
* Maths outdoors
* Festivals and celebrations
* Leading and motivating a team
* Boys writing
* Reflections on PSE
* EYFS Units
* The role of the EYFS advisory teacher
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THE EYFS REVIEW MARCH 2011- New guidance out March 2012
RECOMMENDATIONS
To reform the current framework and make it less bureaucratic
Dame Clare Tickells recommendations include:
·Significantly reducing the number of early learning goals children are assessed against at age five from 69 to 17.
· Parents to get a summary of their child’s development, alongside the health visitor
check at age two, to help identify any early problems or special educational needs.
· A new focus on three prime areas which are the foundations for children’s ability to learn and develop healthily: personal, social and emotional development;communication and language; and physical development.
·
Beneath these should be four areas of learning where these skills are applied:
literacy, mathematics, expressive arts and design and understanding the world.
·With the three new prime areas of learning, a greater emphasis on making sure
children have the basic social, emotional communication and language skills they
need to learn and thrive at school – things like being able to make friends and listen effectively.
There should also be a stronger link between the EYFS and what is expected of children in KS1.
Freeing the workforce from unnecessary bureaucracy so they can spend more time interacting with children – including scrapping written risk assessments for
nursery trips and outings.
·All early years practitioners to have at least a level 3 qualification (which is equivalent to A level) and the Government should consider applying the ‘teaching
schools’ model to the early years.
· Ofsted should be clearer on what is required of settings when they are inspected
to help reduce high levels of paperwork.
· Independent schools should be allowed to apply to opt out of the learning and
development part of the EYFS, and the exemptions process should be made easier.
Dame Clare Tickell said:
"The earliest years in a child’s life are absolutely critical. Next to a
loving and stable home environment, high quality early years education is one of the most important factors in a child’s development. It’s clear that the current EYFS has helped to improve outcomes and is popular with parents and professionals who welcome a framework that lets them know how children are developing. But it’s far from perfect. The current EYFS is cumbersome, repetitive
and unnecessarily bureaucratic. And it isn’t doing enough to engage parents in their child’s development or make sure children are starting school with the basic skills they need to be ready to learn."
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SOME 2011/12 COURSES AVAILABLE
FOR DELIVERY ON BEHALF OF LOCAL
AUTHORITIES..................................
OR WITHIN YOUR SCHOOL/SETTING
(i) The Emergent Scientist-Developing investigative learning
(ii) A focus on developing quality,effective, continuous provision across settings
(iii) Supporting young children's learning through effective child initiated
learning (3-5 year olds)
(iv) Developing an environment for play and exploration - A focus on promoting
active learning, critical thinking and creativity ( 0-3 year olds)
(v)Getting The Balancing Act Right - Child initiated versus adult led learning
(vi) The role of the adult in supporting childrens learning and development
(vii) A new Order- Implementing the new revised foundation stage
(viii) Developing and using an effective indoor learning environment
(ix) Developing and using an effective outdoor learning environment
(x) Supporting the unique child
(xi) Self evaluation - Keeping your EYFS on track
(xii) Writing and reviewing effective IEPs- including leading SEN reviews
(xiii) Meeting the EYFS welfare requirements including safeguarding
(xiv) EYFS Induction workshops for NQTs
(xv) Supporting early writing
(xvi) Training for new SENCOs
(xvii) Children thinking mathematically
(xviii) Supporting creativity in the EYFS
(xix) Effective transitions 0-3 years
(xx) Effective transitions 3-5 years
(xxi) Improving outcomes through effective outdoor learning (0-3 years)
(xxii) Improving outcomes through effective outdoor learning (3-5 years)
(xxiii)Parents make a difference - Working purposefully and effectively
with parents
(xxiv) Early ICT
(xxv) Boys and girls learn differently
(xxvi)Developing an inclusive environment
(xxvii) Be ready for your EYFS inspection
(xxviii) Ensuring quality observation, recording and assessment
(xxix) Meeting the EYFS requirEments for planning
(xxx) UndersTAdning the EYFS Profile -Practical implications for effective
practice
(xxxi) A focus on effectively delivering Knowledge and Understanding
of the World
(xxxii) Improving outcomes through outdoor Maths games and activities
(xxxiii)Leading people and change- Exploring the roles and responsibilities of an EYFS leader
(xxxiv)Improving adult /child interactions- A focus on how to support and
extend childrens thinking
(xxxv) Creating extended opportunities for communication, language and literacy
within the learning environment
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