1. Early Years Foundation Stage Reforms
16th January 2020, 5pm
Foundation Years Webinar:
Early Years Foundation Stage Reforms
ncb.org.uk

2. Introduction Chair: Ellie Suggate-Francis, Early Childhood Unit, NCB
Webinar Overview
Brief introduction to the Foundation Years programme
DfE Presentation:
EYFS Reforms: Henna Jawaid, EYFS Reforms Team Leader, DfE
Feedback from the reforms Pilot: Hannah Piggott, Senior Researcher, NatCen
Opportunities for questions
Other Learn, Explore, Debate opportunities through Foundation Years

3. Foundation Years: DfE Early Years Stakeholder Engagement Partner
Aims:
Improve practitioner knowledge and understanding
Improve the confidence of early years settings
Facilitate a healthy debate between DfE and the early years sector for policy & practice improvement
Through:
Foundation Years website – 57,000 individual users per month
Foundation Years mailing list – 27,000 subscribers
Webinars throughout the year
Regional LED Events taking place January 2020

4. Early Years Foundation Stage EYFS reforms
Plain title slide option

5. EYFSP reform: Context and update
Our reforms were announced in June 2018 and they underpin two key objectives: reducing teacher workload and improving outcomes- particularly in early language for children from disadvantaged backgrounds.
Revising the Early Learning Goals so that they:
Focus on strengthening language and vocabulary development to help close the ‘word gap’
Strengthen literacy and numeracy outcomes at the end of reception year
Better prepare children for Key Stage 1 – by better aligning with Year 1
Are based on the latest evidence in childhood development – and the strongest predictors of future attainment
Are clearer for teachers to interpret – making the EYFSP assessment more straightforward
Streamlining assessment guidance and reviewing the moderation process to:
Reduce teacher workload and strongly encourage teachers to use their professional judgement and reduce reliance on recording unnecessary evidence
Make clear that the ELGs are not the curriculum – they are an end point measure of what a child should be demonstrating by the end of the EYFS.
The draft revised ELGs and EYFSP handbook were piloted in 24 schools during academic year 2018/19.  
The EEF and NatCen published their findings from the evaluation of the pilot in October
A full public consultation on our EYFS proposals on the ELGs, educational programmes and assessment process was launched on 24 October 2019 and is due to close on 31 January 2020.
Statutory roll out of the reforms are expected in AY 2021/22, with plans for voluntary opt-in for AY 2020/21.

6. The EYFS framework: a quick recap
The EYFS statutory framework is mandatory in all early years settings. It sets the standards that schools and early years providers must meet to ensure that children are taught and develop well and are kept healthy and safe in all early years settings from birth to age 5.
The EYFS was first introduced in In 2012, following an independent review of evidence and practice (the Tickell Report, 20116), the learning and development requirements were revised to create three prime areas of learning and four specific areas of learning, rather than the previous six areas of learning. It also introduced three characteristics of effective teaching and learning.
Sections 1 and 2 of the EYFS framework set out the learning and development and assessment requirements and include the educational programmes early years providers are required to follow across the seven areas of learning7. All early years practitioners and teachers are required to pursue rich daily activities in supporting each child’s educational development under these areas.
The EYFS framework does not prescribe a particular teaching approach. It recognises that effective teaching in the early years requires skilled use of a teaching practice repertoire which responds appropriately to the age and needs of the children being taught. In recognition of this, the revised EYFS framework will include the definition of teaching currently included in Ofsted’s Early Years Inspection Handbook.

7. EYFS reforms consultation
Out of Scope
In Scope
EYFS reforms consultation
Educational Programmes- across seven areas of learning- proposals to make them more clear and more detailed- with a focus on communication and language;
Early Learning Goals- all 17 ELGs have been revised to make them more specific and clear and easier to assess;
EYFSP moderation- proposals to remove the statutory element to empower teachers to use their professional judgement and reduce workload
Exceeded judgement- proposals to remove this and allow teachers to focus on supporting all children to achieve ‘expected’ levels of development.
Promotion of oral health- proposal to include ‘promotion’ as part of wider safeguarding and welfare. To note- this is not a proposal for mandatory tooth brushing supervision
Prime and Specific Areas of Learning:- these terms will remain – as will the areas of learning sitting underneath. All the areas of learning are inter-connected and complement one another.
Characteristics of Effective Teaching and Learning – will remain central to the EYFS, in supporting the workforce to deliver effective practice.
Good Level of Development (GLD) metric:- all children will continue to be assessed as having reached a ‘good level of development’ by the end of reception year –if they have attained ‘expected’ level of development across the ELGs under the 3 prime areas of learning and ELGs under the maths and literacy areas of learning.
The progress check at age 2 is not being consulted on.
The reception baseline assessment is not in scope of this consultation.

8. Changes to Learning and Development
Key Points
The consultation proposals have developed from extensive engagement with the sector and early years experts, alongside the findings of the independent evaluation of the EYFSP pilot, published 24 October     
We expect these proposals to: 
Create a clear and specific set of ELGs that drives a greater focus on language and vocabulary development in the early years, which is key to tackling the word gap between disadvantaged children and their peers. 
Reduce teacher workload by putting an end to unnecessary evidence gathering, freeing teachers to focus on what is most important – their interactions with the children; and encouraging teachers to use their professional judgement;
Ease the burden of the moderation process and re-confirm the EYFSP as a low-stakes assessment.
The consultation will run until 31 January 2020. 
On 24 October 2019, the government launched a consultation to seek views on proposed changes to the Early Years Foundation Stage Profile (EYFSP), including: 
Proposed revisions to the educational programmes:- more detail on the kinds of activities practitioners and teachers can deliver in settings and classrooms to support day to day curriculum and practice. Communication and language underpins all seven areas of learning.
Proposed revisions to the Early Learning Goals (ELGs):- includes more clarity and specificity to descriptors and key changes to:
Communication and language: focus on oral language and vocabulary acquisition
PSED: new ELG on Self-regulation and inclusion of self-care
Physical Development: focus on gross and fine motor skills
Literacy: new ELG on comprehension
Maths: focus on depth of number and understanding quantities and continue to focus on space, shapes and measure through the educational programme and curriculum guidance.
Understanding the World: more defined descriptors as precursors to science, history and geography and remove IT.
Expressive Arts and Design: clearer descriptors and emphasis on communication and language.   

9. Changes to Assessment EYFSP moderation:
EYFSP assessments are currently externally moderated on a statutory basis by Local Authorities in 25% of schools each year.
While moderation is an important part of ensuring that the EYFSP produces trusted assessment outcomes, practitioners have told us that the external moderation process can be burdensome.
We are seeking views on the proposal to remove the statutory requirement for LAs to externally moderate EYFSP judgements. Schools would be expected to continue to moderate internally and with other settings to ensure consistency of judgements and that the EYFSP produces trusted assessment outcomes.
EYFSP judgement criteria:
Currently when teachers make a judgement on children’s attainment against the EYFSP, they will assess whether a child is ‘emerging’, ‘expected’ or ‘exceeding’ across each of the 17 ELGs.
We have heard from experts, practitioners and teachers that the exceeded descriptor is unhelpful in making consistent and accurate judgements, as there are inherent challenges in what level to pitch exceeded descriptors and that judging children as exceeded against descriptors generates additional unnecessary collection of evidence for internal and external moderation events.
There is also broad consensus that our focus as practitioners and government should be on efforts to increase the number of children who achieve expected levels of development by the end of reception.
We are seeking views on the proposal to remove the exceeded criteria from the EYFSP. Teachers will still be required to stretch more able children and support them to excel and provide a narrative for parents and the year 1 teacher.

10. New non- statutory curriculum guidance
Curriculum guidance is currently being developed through an update of the Development Matters non-statutory guidance - aims to focus practitioners and teachers on the importance of rich daily activities to improve outcomes and help reduce workload
Julian Grenier is leading this work with us
We aim to roll out new curriculum guidance alongside the EYFS reforms
Improve early years outcomes
Reducing Workload Burdens
Specific Reception Year guidance
In line with wider social mobility ambitions- to improve outcomes for disadvantaged children to narrow development gaps.
Re-casting the focus on curriculum rather than assessment and providing a foundation for helping teachers and practitioners to plan setting/classroom activities
Making reception year count – by supporting teachers with specific curriculum guidance to ensure all children have strong foundations to begin Year 1. This will be part of the overall guidance document covering the whole EYFS age-range.

11. Supporting the workforce and implementation.
We have taken on board feedback from the pilot evaluation and will continue to engage with the sector, key experts and assess the responses from the consultation to ensure that these important reforms are delivered by a prepared early years workforce. We will:
Develop new exemplification guidance for the new ELGs, to support teachers in making consistent judgements at ‘expected’ level and ease the burden of moderation;
Develop new non-statutory curriculum guidance to support the workforce delivering rich daily activities to improve outcomes in early language development;
Support volunteer early adopter schools and local authorities – particularly in setting out a clear message of the rationale and nature of the changes and ensure the sector is prepared for national roll-out in AY 2021

12. Any Questions

13. Evaluation of the Early Years Foundation Stage Profile reforms pilot
Hannah Piggott and Fatima Husain
January 2020

14. What we will cover Understanding of the revised ELGs
Using the revised ELGs
Evidence gathering
Accuracy of assessments
Best fit judgements
Readiness for KS1

15. Understanding of the ELGS

16. Overall understanding
…We are working around the Early Learning Goal rather than working around the needs of the child
Suitability
Too adult-led
More child centred
Easy to use
Structure and style
Precise and clear (in comparison with old ELGs)
Bullet point format considered useful
Supports understanding and ease of use
We are now doing more deconstructed role play, so the children can really lead …we'll put objects in, like loads of boxes or implements, and just see what they do.
Speech bubble – either could they take it out, or add the other opposing view?

17. Literacy
Separation of Literacy into Comprehension, Word Reading, and Writing was viewed positively
Comprehension and Word Reading were overall easy to understand.
But:
Focus on ten diagraphs not considered ambitious enough
Requested clarification/exemplification for Writing ELG.
Some suggested changes: ‘simple phrases and sentences’ - suggestion to amend this to include “phonetically plausible” as in the previous ELGs
I love this ELG because I think its what they are lacking

18. Mathematics Numbers Numerical patterns Viewed as clear and specific
Focus on 1-10 would cement children’s understanding
Concern it would not meet expectations for Year 1
Lack of clarity about number bonds for 0-5 and 0-10
Numerical patterns
Links well with Numbers
‘automatically recall’ – is this repeating or understanding also?
‘different contexts’ was open to interpretation
Needs more clarity on what patterns to cover in addition to even and odd numbers

19. Physical development Gross motor skills Fine motor skills
Welcomed the separation of gross and fine motor skills
Gross motor skills
Unsure of expectations around ‘demonstrating strength, balance and coordination’
Queried what ‘move energetically’ means
Fine motor skills
‘Tripod grip’ main area of discussion
Those who do not like the use of the term, ‘tripod grip’, suggested using effective / appropriate / comfortable grip instead.

20. Using ELGS

21. Evidence gathering Positives
Felt trusted, valued
Freed up time to use on planning lessons and activities with children
Focus on quality rather than quantity of evidence
Reasons for continuing with evidence gathering
Aide-memoire: for assessing children’s progress, moderation and planning
Accountability
Sharing progress with parents
Removal of requirement of evidence gathering (CHANGE THIS – not accurate)
Positives:
Less paperwork – teachers are spending less time putting together evidence that is collected. Particularly if involved reduction in use of online learning journals
Felt trusted and valued - trusted to use their own judgement more
(as spoken about before) freed time to use on planning lessons and activities with children
Could make better judgements,
Had stronger relationship with children
Also led to a reported reduction in workload around gathering evidence – less time putting together evidence, less time writing up notes, less time trawling through piles of evidence. H/e some increase where school still using journals but unable to link them properly
Where still collecting evidence, focus shifted to quality and value of evidence rather than quantity to justify self at moderation.
More experienced staff found easier to collect less or limited evidence. Those that were not collecting any evidence – tended to be in schools that had not placed great emphasis on evidence gathering before new ELGs
Those who collected less evidence but still collected some forms tended to have fewer year’s experience of EY
Teachers who were still collecting small amounts of evidence - reasons for continuing to gather evidence
Aide memoire: - helped teachers to remember how child was progressing, particularly useful in larger classes where evidence could support recall. This helped with moderation and planning: - to help with the internal moderation process, to inform planning for the child
Accountability – to be transparent and show accountability to senior leadership
Sharing progress with child’s parents – inform and engage parents with child’s next steps
We're still observing the children. We're interacting with them, … but we're not feeling the pressure to record every little thing.

22. Accuracy of assessments
New ELGs are more specific and precise
Improvements in assessing EAL children
But …
Lack of supporting materials may damage the accuracy of assessments
Echoed concerns about phrasing and meaning
It's a far easier document to understand
Overall view of the accuracy of assessments:
Improvements
Easier to assess because they are precise and specific – teachers particularly liked the bullet points
Quote EYSW121
EAL – splitting word reading and comprehension has helped in assessing children with English as an additional language
Concerns
Variation between schools – room in the ELGs for interpretation. Especially when best fit is used this could create differences in how children are assessed across schools Quote EYNW107
ELGs not applicable earlier in the year – particularly for children who come in at a low level, the ELG is not really applicable. No way to record level children come in at or progress towards ELG without development matters
(link to other two issues) without exemplification materials, or materials such as Development Matters it is hard to ensure consistency across schools, or for schools to be confident that their interpretation is correct

23. Best fit judgements Approach to best fit has remained the same
…I’m aware that its not a tick sheet…I still take it into the three bullet points
Approach to best fit has remained the same
Looking at whole ELG vs each bullet point
Improvements
Specificity of ELGs and breaking ELGs into bullet points has made this easier
Challenges
Recalling number bonds: too subjective and easy to misinterpret
Difficult to determine what exceeding looks like
Best fit
Approach same
Two approaches
look at 3 bullet points then average out the final score
judging child’s overall performance on specific ELG - even if haven’t achieve some teacher could asses as expected, or if teacher still thinks are not expected won’t give them this
Used best fit to deal with new ELGs – e.g. tripod grip
Some concerns
best fitting maths – what is automatic recall
Not always clear what exceeding looks like, what the best fit based off
Some appear to be using best fit less than others
Issues around numbers perhaps – not sure what best fit looks like with numbers involved e.g. if have 9 diagraphs should they be best fit to expected.

24. Readiness for KS1 Increased clarity improves the handover process
The new ELGS are better aligned with Yr. 1 in some areas
Increased focus on basic skills – means children are going into Yr. 1 with firmer foundation
Concerns:
Schools might not teach aspects of the old ELGs that were taken out
Lack of supporting materials
Help with readiness
Increased clarity
Better aligned with Yr1 curriculum in some places
Shifted focus of ELGS – focuses more on basic skills
All this supported by staff doing work to ensure transition, e.g. involving Yr1 teachers, sharing plans, Yr1 teachers involved in assessments.
ELGs quite similar in lots of ways so shouldn’t be an issue
Concerns
Not teach aspects of the old ELGs that have been taken out e.g. shape space and measure, technology#
Quote – EYEM102
No school suggested they would not teach old aspects of ELGs – h/e did note they gave them less attention and covered in less depth
Concern about shape space and measure not shared by everyone
Lack of supporting materials
Lack of exceeding criteria – a lot more children will be going into YR 1 with expected
Do not have development matters, or way of tracking earlier stages of development. Would normally pass this to yr 1 to help them work with child if they haven’t reached ELG

25. Conclusion

26. Overall
Generally clear – teachers have taken it in their stride and planned around it
Some areas where clarification is needed around phrasing and what needs to be observed to meet the ELG
However, the ELGs by themselves are not sufficient. Teachers want the supporting materials that go along with the ELGs, for example
Exemplification materials
Criteria for ‘exceeding’
Revised Development Matters
More HERE
Key gap is the supporting materials that go alongside the ELGs
Exemplification – consistent interpretation
Quote EYEE116
Exceeding descriptors
- Judging boundaries and reduces risk of inconsistencies
Tracking progress
Challenges for recording progress
What level child comes in at
If made progress since came in even though haven’t met the ELG
Path to follow to get them to the ELG
…if we went to another school … they might have interpreted it slightly differently because there's no exemplification or anything at the minute.

27. Thank you

28. Any Questions

29. Coming up… Further webinars Reception Baseline Assessment
Learn Explore Debate Events
Nationwide, January 2020, details available via website
Foundation Years Website
Refreshed – more accessible
Newsletters
Monthly relevant research and policy direct to your inbox

30. Final Word
Thank you for your time and contributions. Sign up to the Foundation Years mailing list at: Watch this space for details of upcoming webinars and events. Please keep talking to us, we will listen: Please with questions or comments.