Friday, 1 January 2021

Getting ready for the revised Early Years Foundation Stage in September 2021: a brief guide for senior leaders and governors

Back in November 2020, I had the privilege of speaking with my colleague Tania Choudhury at the NAHT Early Years and Primary Conference about the revised Early Years Foundation Stage Framework. 

Our session was all about how the revised EYFS can:

  • help schools to develop an inclusive curriculum so that every child can thrive
  • support high-quality assessment and help schools to move away from tracking progress through levels? 
We're sharing our PowerPoint below. We are also sharing a short guide [PDF] which we wrote for headteachers, senior leaders and governors about the revised EYFS. The guide includes: 

  • suggestions on where to find out more about the new framework
  • a brief guide to what Ofsted are saying about workload, assessment, and outcomes
  • discussion prompts for governors and senior leaders when meeting with EYFS leads and teachers



Thursday, 3 December 2020

Guest Blog by Becka Wigmore: curriculum and progression

Julian Grenier writes:

Last week I offered any Early Adopters the opportunity to write a guest blog about their approach to the early years curriculum. I'm finding it really useful to explore how different leaders and practitioners are thinking about the curriculum and progress. 

I've been doing lots of work with Early Adopters, and with schools and settings looking ahead to the new EYFS in September 2021.  We've been discussing the importance of keeping hold of practice and provision which is working well. We've also been discussing the idea of having a transitional year, so that change is introduced at a sensible pace. 

I've written about some effective approaches to making change in our settings, and supporting staff with their professional development, in my book Working with the Revised Early Years Foundation Stage: Principles into Practice. You can download this as a free PDF or buy a printed copy at http://development-matters.org.uk

Change brings with it a chance to review practice and reflect. Some schools have decided to map out children's progression in key areas of learning. These maps can support staff in thinking about the best ways to interact with children and support them to make progress in their learning. 

I think it's important to support schools and settings to try things out and make the decisions that work for them, and are consistent with the principles and the requirements of the EYFS. 

There is no 'one size that fits all'. 

It's important that creating these sorts of 'progress models' doesn't become a new and onerous piece of work. Like anything else, it's only worth doing if it improves children's experiences and learning, and supports the professional development of staff. 

Likewise, it's also important that staff don't stop using the old Development Matters as a ticklist only to create new forms and ticklists.

I\m always enormously hearted, inspired and humbled by the work of the Early Adopters and their willingness to try things out and share their findings. That way, they help the whole sector. 

Becka Wigmore, Early Years Phase Leader at Purbrook Infant School, writes:


The idea of the new curriculum seemed like such an exciting opportunity. We jumped on board the Early Adopter train and assumed it would be an easy ride – we were wrong! Changing your perspective and breaking away from what you have always done is more of a challenge than we first realised, and our new mantra is “Baby steps.”

 

Initially, we expected to have every curriculum progression grid and assessment strategy in place in a matter of weeks. It took us a while to recognise the opportunity for growth and development that we had been offered but, now that we have slowed down, we are taking full advantage. 

 

Having the flexibility and freedom to create a curriculum based on our own children has provided us with the opportunity to explore how our children learn. Beforehand, we took Development Matters as a checklist for child development and were told that that every 30-50-month-old should be able to draw lines and circles, catch a large ball and copy some letters. If they couldn’t, we simply looked back to 16-24 months… However, if we wanted a child to learn to draw lines and circles, practising walking downstairs or balancing blocks on a tower seemed a strange way to go about it! There was no guidance on how to fill these gaps and move learning on. Now, the curriculum reflects the fact that children develop at different paces, and practitioners have the chance to dive deeper into the ways that children learn and develop individual skills. 

 

We have decided to hold off on writing our curriculum progression documents and focus on skill progression. We are breaking down each area of learning into specific skills (for example, fine motor has so far been broken into pencil grip, pivots, scissor skills and drawing control). We are then researching and exploring development within these skills, creating a visual map of how children progress and grow. This involves reading deeply into each area of skill, researching how children develop and which skills lead onto others (for example, catching a ball with static straight arms comes before catching a ball with fluid, moving arms). Once we notice a child is unable to catch a ball, we will then know ways to model catching that they can achieve, rather than expecting them to catch a ball one handed with their eyes closed on the first day! 

 

Naturally, not every child will progress linearly across from Step 1 to Step 8, but every child will have gaps to fill to support their forward progression. These documents will grow over time as more areas of need become apparent, and will be dynamic documents which are used to track next steps and progress.

 

This feels like an exciting chance to increase our staff’s pedagogical knowledge and our awareness of our children. Identifying a specific target within these skills should move children’s learning on faster as we target their individual needs and ‘in the moment’ progression can happen as staff model a next step that is supported by research. 

 

Our curriculum progression document will come in time, based on these skills maps. Hopefully, taking the time to increase our own knowledge whilst writing these documents will mean that, once they are completed, they are well-researched and clearly structured, meeting the needs of our specific children. Some areas are easier than others – I am currently putting off maths until I can sit down with our maths leader and find some sort of starting point! However, as I keep telling myself, it’s all about the “baby steps”.







Sunday, 29 November 2020

Curricular goals: a working draft

The team at Sheringham Nursery School and Children's Centre have been developing a working draft of our new approach to the curriculum this term. We wanted to make this brief and accessible for parents, children and staff alike. We also wanted it to be ambitious. Here's our one-page summary:
You can read the different steps towards each goal in Sheringham's summary document [PDF]

Of course, there is much more to children's learning than just these 8 goals and there are many important issues to consider about designing a curriculum, putting that design into action, and assessing the children's learning. These are outlined in Sheringham's working draft of its Curriculum and Assessment Policy [PDF]

The children spend the large majority of their time in play and exploration which they initiate, supported by adults and very carefully structured learning resources. One of the ways we check this is high-quality, is by using a range of environmental rating scales including ECERS-3, ECERS-E and ITERS-3. 

We also have a carefully planned approach to Core Books and Core Rhymes and Songs. That means that during the course of the year, children become highly familiar with those books and rhymes, with more progressively complex language structures, rhythms and tunes introduced as the year goes on.

Sheringham is in an area of high mobility, In a typical year, we have 40% mobility. So we are always bringing in new children as the year goes on and supporting them to settle in and access the play and learning we offer. Over 90% of the children are learning English as an additional language. 

All of this is work in progress as the team prepares to implement the revised EYFS from September 2021. 

Find out more - Working with the Revised EYFS: Principles into Practice is available as a free download at http://development-matters.org.uk/

Or buy the published book: 

Saturday, 10 October 2020

Early Childhood Maths - a response

A few days back I promised to reply to three long threads on Twitter from the Early Childhood Maths Group (ECMG). Before I get going, I have a couple of observations to make about the debate so far. Firstly, it's extremely difficult to reply to a discussion in this form. Twitter is uniquely unsuited for detailed discussion. Just pulling all the Tweets together for this blog has been quite a job, let along responding to the points made. 

Secondly, I'm struck by the fact that ECMG is an anonymous group. Neither the groups's Twitter profile, nor its blog, tells us who's its members are. It's clear that the group has expertise and knowledge: why the secrecy?

The ECMG were replying to a two-part blog which I wrote with Debbie Morgan, Director for Primary Mathematics at the National Centre for Excellence in the Teaching of Mathematics (NCETM). This blog is my response - I am not speaking here for the NCETM or the East London Research School.

Saturday, 3 October 2020

Why kindness and confidence matter in EYFS

 Five years ago I injured my head and face badly. It was a Monday morning in September and I was getting off my bike with the mixture of energy and anticipation that makes me love being a headteacher. 

As I wheeled my bike to lock it up, I stumbled over a piece of wood and fell headlong on to the corner of a metal skip, flinching to turn my head fast enough to avoid losing an eye but sustaining a deep cut running from below my right eyebrow to the top of my head. 

There was a lot of blood. I remembered my paediatric first aid training and held my bike gloves and jacket firmly over the bleeding whilst my deputy phoned for an ambulance. 

Read on in the Times Educational Supplement.