Following the Government's formal consultation on the changes it proposes to the Early Years Foundation Stage (EYFS) Statutory Framework, PACEY submitted a response to the Department for Education.
Key concerns highlighted were:
- The way that the ELGs are presented lends them to be used as a simple tick list to ascertain a binary decision on a child’s attainment based on one off experiences with that child.
- Practitioners do not see changes to the EYFS as likely to reduce workload. Rather, a reduction in workload would require increased resources to support their work with children and families, aligned with much clearer guidance on expectations.
- The language used in the new profile contains a number of unclear and vague phrases.
- The value of a balanced teaching approach which incorporates playbased and relational pedagogic approaches, alongside more structured learning and teaching, needs to be recognised more fully.
- Some additional guidance for teaching Understanding the World is needed to ensure that the development of citizenship and children’s rights are at the forefront.
- Technology should be reinstated, and more attention should be given to the teaching of science and the implications of children growing up in a digital age.
- The revised EP for literacy is more inclined towards formal settings involving ‘classes’ and ‘teachers’. As such the wording of the EP is written as if it applies to children who are beginning to read. It needs to be applicable across the whole age range of the EYFS.
Read our full consultation response