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Revised EYFS Briefing Early Years Quality and Outcomes Advisers Summer 2012.

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Presentation on theme: "Revised EYFS Briefing Early Years Quality and Outcomes Advisers Summer 2012."— Presentation transcript:

1 Revised EYFS Briefing Early Years Quality and Outcomes Advisers Summer 2012

2 Objectives To share Key Messages from the revised EYFS To support all Early Years Practitioners in implementing the revised EYFS To share information about how Kent Early Years Quality and Outcomes team will continue to support practitioners in the effective implementation of the revised EYFS

3 Don’t throw the baby out with the bath water!

4 Park your questions.

5 Aims of the revised EYFS Reduce paperwork and bureaucracy; Strengthen partnership between parents and professionals; Focus on the three prime areas of learning most essential for children’s future learning and healthy development; Simplify assessment at age five; Provide for early intervention where necessary, through the introduction of a progress check at age two.

6 Revised EYFS documents Statutory Framework 2012 Development Matters A Know How Guide - The EYFS progress check at age two Overall Reforms to the 2012 EYFS Framework


8 Changes to the Learning and Development Requirements 1.Areas of learning and development 2.Early Learning Goals and assessment 3.Progress Check at age two 4.Play and teaching 5.English as an Additional Language 6.Wrap-around and holiday care

9 Changes to the Welfare Requirements 1.Child protection 2.Use of mobile phones and cameras must be included in safeguarding policies 3.Suitable people 4.Staff qualifications, training, support and skills 5.Childminders must now complete training before they register with OFSTED 6.Clarification of exceptions to Staff: Child ratios for childminders 7.Risk Assessments

10 Development Matters in the Early Years Foundation Stage (EYFS) This non-statutory guidance material supports practitioners in implementing the statutory requirements of the EYFS. Children develop quickly in the early years, and early years practitioners aim to do all they can to help children have the best possible start in life. Children have a right, spelled out in the United Nations Convention on the Rights of the Child, to provision which enables them to develop their personalities, talents and abilities irrespective of ethnicity, culture or religion, home language, family background, learning difficulties, disabilities or gender. this guidance helps adults to understand and support each individual child’s development pathway. Other guidance is provided at The EYFS statutory framework is available on the Foundation Years website as well as the Department for Education website:

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13 3 characteristics of effective teaching and learning Playing and Exploring Active Learning Creating and Thinking Critically These are how children learn


15 3 Prime areas of learning PLAYING AND EXPLORING ACTIVE LEARNING CREATING AND THINKING CRITICALLY Personal Social and Emotional Development Communication And Language Physical Development


17 Prime areas applied in specific areas PLAYING AND EXPLORING ACTIVE LEARNING CREATING AND THINKING CRITICALLY Personal and Social development Communication and language Physical development LITERACY MATHEMATICS EXPRESSIVE ART AND DESIGN UNDERSTANDING THE WORLD

18 Prime areas applied in specific areas

19 Experiences in specific areas strengthen learning in prime areas PLAYING AND EXPLORING ACTIVE LEARNING CREATING AND THINKING CRITICALLY Personal and Social development Communication and language Physical development LITERACYMATHEMATICS EXPRESSIVE ART AND DESIGN UNDERSTANDING THE WORLD

20 Specific areas strengthen prime areas


22 The six areas of learning to be replaced with seven areas These are what children learn 3 prime areas4 specific areas Personal, Social and Emotional Development Expressive arts and design Communication and Language Literacy Physical DevelopmentUnderstanding the world Mathematics




26 Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. They should not be used as checklists. The age/stage bands overlap because they are not fixed age boundaries but suggest a typical range of development.

27 Child-initiated Learning Each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Children learn by leading their own play, and by taking part in play which is guided by adults. There is an ongoing judgement to be made by practitioners about the balance between activities led by children, and activities led or guided by adults. Practitioners must respond to each child’s emerging needs and interests, guiding their development through warm, positive interaction. As children grow older, and as their development allows, it is expected that the balance will gradually shift towards more activities led by adults, to help children prepare for more formal learning, ready for Year 1.

28 English as an Additional Language Providers must take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home. Providers must also ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Year 1. When assessing communication, language and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.

29 Observation, Assessment and Planning “Ongoing assessment (also known as formative assessment) is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations”


31 Reducing paperwork “Assessment should not entail prolonged breaks from interaction with children nor require excessive paperwork.” “Paperwork should be limited to that which is absolutely necessary to promote children’s successful learning and development”

32 Summative Assessment “Development Matters might be used by early years settings throughout the EYFS as a guide to making best fit judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.”

33 Summative Assessment “Summative assessment supports information sharing with parents, colleagues and other settings.”

34 Statutory Assessments The EYFS requires early years practitioners to review children’s progress and share a summary with parents at two points: In the prime areas between the ages of 24 and 36 months (the Progress Check at Age 2). At the end of the EYFS (the EYFS Profile).


36 Aims of the Progress check at 2 The aims of the progress check are to: review a child’s development in the three prime areas of the EYFS ensure that parents have a clear picture of their child’s development enable practitioners to understand the child’s needs and plan activities to meet them in the setting enable parents to understand the child’s needs and, with support from practitioners, enhance development at home note areas where a child is progressing well and identify any areas where progress is less than expected describe actions the provider intends to take to address any developmental concerns (including working with other professionals where appropriate).

37 The key principles of the progress check at 2 The check: should be completed by a practitioner who knows the child well and works directly with them in the setting. This should normally be the child’s key person arises from the ongoing observational assessments carried out as part of everyday practice in the setting is based on skills, knowledge, understanding and behaviour that the child demonstrates consistently and independently takes account of the views and contributions of parents takes into account the views of other practitioners and, where relevant, other professionals working with the child enables children to contribute actively to the process.

38 Principles for the progress check

39 The relationship between ongoing observational assessment and the progress check The progress check is underpinned by high quality ongoing, observational assessment: It can be shown as a cycle:

40 The progress can therefore be included in the cycle as follows:

41 The Early Learning Goals and the EYFS Profile Instead of 69 goals there are now only 17. Instead of the current set of judgements against 117 scale points, teachers will make judgements against the 17 goals. For each goal teachers determine whether children are meeting expected levels, exceeding or not yet reaching them (emerging). Share results of Profile with Year 1 teachers along with a commentary on each child’s skills and abilities in relation to the three characteristics of learning. Share the results of the Profile with parents. Take part in all reasonable moderation activities specified by the Local Authority. Report profile results to the Local Authority.

42 Guidance on the EYFS Profile EYFSP Handbook is being trialled by a group of Local Authorities. Handbook and moderation requirements will be evaluated as part of the trial and any changes put in place by the Autumn Term. Final versions will be published on the Foundation Years Website in Autumn 2012.

43 What the Early Years Quality & Outcomes Team will do next: Create a frequently asked questions document in response to these briefings and publish this along with this powerpoint presentation on Kent Trust Web. Deliver full day Implementing the Revised EYFS training that can be booked through CPD online. Review Observation, Assessment and Planning Training. Review policy guidance that is available on Kent Trust Web. Update My Unique Story. Update the Kent Early Years Progress Tracker Plan training and support for schools in the EYFS Profile and agree a strategy for moderating the new profile. Ensure that the Setting Improvement Partner programme takes account of the revised EYFS – including the Welfare Requirement checklist.

44 What the Early Years Quality & Outcomes Team will do next: Liaise with other colleagues: in Market Development to align their advice and support with the revised framework. in Health to provide guidance for settings on timing of the Healthy Child Programme health and development review at age two. in KCC Management Information to agree how EYFS Profile data should be submitted by schools and to review the format of the EYFS section of Making Figures Speak for Themselves.

45 What you can do next: Download or order copies of documentation Explore the Foundation Years Website Cascade to your staff team Consider implications for your practice from September 2012 Consider any CPD needs for your staff Consider what paperwork is essential to your practice or a statutory requirement and tweak it in line with revised EYFS Share information on the new EYFS with parents

46 And finally……. Carry on helping every child reach their full potential.

47 You are the most important resource. Thank you.

48 Useful Websites To download documents and articles relating to new EYFS: To purchase printed copies of documentation: Information for Childminders: information on becoming a childminder) or call Kent NCMA enquiry line:

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