I think some of my colleagues are going to come in and say something about the chapters they chose, but the one I was particularly interested in was Jan Dubiel's 'Understanding Assessment and Curriculum'. You can look for evidence of what works in the Early Intervention Foundation’s report, Teaching, pedagogy and practice in early years childcare: An evidence review or on the Education Endowment Foundation’s Early Years Toolkit . Within the document it is mentioned that the EYFS is an intrusive attempt to ‘micro-manage’ all 0 – 5 childcare establishments as well as dictating ‘best practice’ including parents. This is most likely to be effective if it’s based on the best available evidence and clearly focused on improving children’s experiences in your setting. They argue that if these issues are not explicitly acknowledged, understood, and critiqued, emerging policies may potentially lead to disadvantaging, marginalising and even pathologising certain childhoods.

The EYFS Statutory Framework obliges practitioners to provide experiences which are based on children’s interests.We're always hearing about the deficits in children and families - what children can't do, or all about the latest programme to 'fix things'. You can read Ofsted’s inspection framework to be aware of the processes and procedures under the education inspection framework ( EIF). T]his book has been well planned and provides information which is relevant for students and teachers alike in supporting teaching and learning. If our staff’s main concern is to position themselves behind an I pad then opportunities to support self-regulation through a nurturing, supportive relationship will be missed.

Designed for use in professional development, with case studies, references and accessible articles, this book gives practitioners the tools and knowledge to implement race equality policies and action plans. The EYFS reflects this by stating that “Each child with early years care and education should be allocated a key person” (EYFS: 2007). Children are able to express themselves, share their ideas, talk about their experiences, make friends, access play and learning opportunities, make sense of the world and influence our curriculum and planning. The authors explore the key barriers and common pitfalls that often arise around this crucial transition, and show teachers how to successfully lead children from the Reception stage through Year 1 and to the subject-based teaching beyond.The conference is all about the putting the curriculum into action, with a special focus on equity for every child. However there is evidence that most childminders have developed knowledge and understanding of how to put the EYFS into practice and use it to identify, plan and provide foe individual children’s needs in their care. Before thinking of scrapping the EYFS altogether the authors should consider looking through the framework and see what the positives and negatives are as some aspects of the EYFS don’t work for some whereas other aspects are of great use.

The Newham Nursery Schools, along with UEL and LBN are very excited to launch our latest conference which is perfect for anyone working in EYFS, from leaders to teaching assistants.Pre-reception providers do not need to use the early learning goals, but the changes are included here so you can see a child’s expected level of development by the time they turn 5. Just wanted to let people know about this excellent publication ( Edited by Julian Grenier and Caroline Vollans) and how much we, the FSF/Tapestry education team, are enjoying it.