The Early Years Foundation Stage has been in an unprecedented period of challenge and change over the last three years, which has been far from easy as we have tried to maintain the philosophy and pedagogy of research informed high quality practice (see Getting it right in the EYFS: a review of the evidence, 2019). However this has all been eclipsed by the need for settings and schools to focus on creating a safe, secure and welcoming environment for the children of key workers and vulnerable children over the last 10 weeks, and now to consider carefully how all children can eventually return to early education.
In making these considerations the sector needs to completely focus on ‘getting it right’ for children and their families. Making it the best experience it can be, starting from a position of health, safety and well-being, so that the transitions young children make are ones that recognise that a ‘sense of connection and belonging is key’, where structures, routines and particularly relationships have the time to be re-established and children (and their parents) feel both psychologically and physically safe (Harmieson, Trauma Informed Schools, 2020). Some of these children and families have been dealing with extreme loss, illness and stress which must be supported, whilst other children may be less affected, they will all have thoughts and questions that need sensitive answers from their practitioners and teachers.
As some children return (transition) to school for a limited period, they will then have another 6 weeks off school before having to return again. Many, especially the younger children (48mths old) will find this ‘yo-yo’ transition difficult even traumatic – this will all need sensitive handling so that this is a happy, positive experience to the start of their school life
As such this is definitely not a time for the Government to be making one of its key concerns the undertaking of the Baseline test within days of children, some only just 4yrs old, arriving back into school in September. What we want for these children is the best transition experience they deserve after living through the worst experience they could possibly have had since the second world war. The transition they need deserves more thought and planning by the professionals who know and fully understand young children, it is time to start involving the sector and talking to the many experts in the field of child development and early education.
So what could a quality experience look like for children in the EYFS?
This is the transition I would want for children…..
- Young children would not return to school until September 2020, however settings and schools would continue to be open for vulnerable children and children of key workers. There would be a stronger effort to ensure that vulnerable children attended – through positive relationships/partnership between home and school
- Home/School/Setting support would continue over the summer holidays e.g. through social media, home news feed (Development Map), supporting families with food boxes etc (as some of the Nursery Schools have done), helping families to become more confident about leaving their homes, gradually becoming used to the reduction of social distancing measures etc. Getting back to a better new normal
- Settings and schools focus on preparing Reception children for transitioning into Y1 and Nursery children transitioning into Reception
- In September all children return to the year groups and adults they left in March…until October half term. To re-settle, begin from their current starting points, re-establish where they are in their learning/development and have time to catch up. Children then transition into their new year groups after the autumn half term
- This would mean quality experiences in environments that are more suitable, less need for social distancing measures and more familiar routines etc
Young children deserve a transition which includes a settling in period in partnership with their parents, plenty of time to build relationships with their teachers/practitioners and friendships, a multiplicity of opportunities to talk, play and build self-confidence and positive dispositions to being a learner. These are strong foundations on which to build learning.
However, there are many barriers to this becoming a reality in general they cluster around the following 3 points.
- A serious concern about the lack of real understanding by the Government of children’s development and what it is actually means to be a 2,3,4 and five-year-old. This is reflected in the government briefings, recent published guidance and interviews with Ministers, who find it hard to differentiate between older pupils and young children. For example, children at this age are just learning to self-regulate and will find it incredibly challenging to maintain social distancing, avoid close contact when playing and be confined to small groups and spaces
- The whole early years sector, not just schools, are involved in children’s early education though the emphasis is very much about children returning to school and how schools will provide and prepare for safe environments, staffing, classroom spaces etc. The non-maintained sector and Nursery Schools are looking at significant funding issues for example Nursery Schools are looking at deficit budgets for 2020-21. Whilst the non-maintained sector are dealing with the challenge of deciding between the economics of re-opening and health and safety. The reality is that there will be a loss of provision for children and parents
- Confidence that the well-being and safety of children, families and teachers/practitioners across the EYFS will come above all else. Nursery Schools and schools have been instrumental in providing families with essential food banks and access to free school meals all of which has required sourcing, organising and delivery. Whilst bigger schools and settings can share out the workload, staff in smaller ones are managing everything. Leaders are concerned about guaranteeing the health and safety of children, families and staff; having sufficient staff and space for smaller groups of children; managing staff anxiety and the additional work-load and pressure that comes with putting strategies in place.
There is much to consider, before children return to their schools and settings and then to actually put this into practice re-establishing high quality pedagogy and practice. It is likely that the next school year will be as dominated by the Corona Virus as it has this year as we all learn new ways of living and learning. My hope is that we can do this in positive, appropriate and inspiring ways which builds everyone’s resilience, especially for children and families, in dealing with trauma and change, however there are three important questions to be answered,
- Will the Government cancel the Baseline Assessment in September?
- Will the Government’s proposed EYFS reforms be placed on hold, for at least a year to give the sector quality time to focus on children’s development and education? The previous timetable for trialling the EYFS Reforms and the proposed changes to Development Matters have all been missed and the Report from the consultation has not been published
- When will Ofsted Inspections re-start and will they include careful consideration of the way in which settings and schools have supported children and families through the pandemic with their focus on well-being above all else?
Di Chilvers
Advisory Consultant in Early Childhood Education, trainer, researcher and writer
June 1st, 2020
www.watchmegrow.uk
