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- W2158045710 abstract "THEY SAY that it is all in the timing. Well, last month, our timing could not have been worse. Just as the May issue had been printed, the Dame Tickell review document was released, to a largely appreciative audience. It was too late for to include, but it has given us time to pause and refl ect, and we carry a response in this issue, along with a list of the key recommendations. What has emerged from the review surprised no-one really, simply because it contained a great deal of common sense, and refl ected what most of us think about the Early Years Foundation Stage (EYFS). When the ‘nappy curriculum’ hysteria has faded, most practitioners viewed the EYFS as a positive infl uence on children’s lives and their work. Th e recommendations refi ne and hone the bulkier and less fathomable aspects of the framework, refl ecting a sleeker approach to the learning goals, assessment, welfare, exemption, qualifi cations and careers, than the current framework allows. Th e diffi culty will come with how the revised framework is worded, especially when it comes to assessment and learning goals for providers who spend limited time with children. Th ere is a danger that what works as a recommendation becomes muddied by policy, a factor that probably hampered the EYFS when it was written. Of course, much will depend on how the government interprets Dame Tickell’s recommendations. Already, we have seen Dame Tickell become embroiled in the phonics debate following newspaper coverage of the review. Her response to the article has tempered expectations among some, especially given the recommendations that the reception year and the scales of the learning goals be linked with expectations in the primary years. A factor that many worry will lead to a reinforcement of the political view that the early years has less status than the primary levels, or that learning will become too tied up in the results from testing and league tables in later key stages. Of course, the government will respond to this review shortly, with its own proposals for a revised framework. Th ere will then follow a consultation period, which should be a vital chance for everyone in the sector to have their say and to help shape the fi nal document. However, we must hope that what appears in the response will be what the sector is hoping for, if the outcome of a recent consultation is anything to go by. Nick Gibb’s consultation over the Year 1 phonics test is a case in point, this was something the government wanted and it was not going to listen to the high percentage of nay-sayers documented in the consultation papers 66 percent are against it, let’s do it anyway. If you read the response, you will be hard-pressed to fi nd much support for the proposals, but the government refused to listen, why? Well, of the 16 schools that trialled the tests, all but a ‘signifi cant minority’ were happy with them, despite many admitting that they did not perform the tests properly... We can only hope that Children’s Minister, Sarah Teather, will show more respect to those in the sector, than her colleague. Editor Neil Henty MSc" @default.
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- W2158045710 date "2011-06-01" @default.
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- W2158045710 title "Ministers must take note of consultations" @default.
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