Once your aims are clear, you are ready to plan your Professional Development programme. 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. Consider how your programme will lead to:

Written by experts in the field, this book provides clear, practical guidance on each of the 7 areas of learning and development in the revised (2021) EYFS. 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 . The evidence suggests that a successful programme will run over a whole year, or the majority of the year. Each practitioner will engage in at least 20 hours of training in total. Those 20 hours might include a whole-staff session, self-study and online learning, discussion, mentoring or coaching, and peer support. There isn’t any evidence that sending staff to one-off training events and asking them to share their learning with the wider team is effective in improving quality, although it might support an individual’s professional development. This book offers a step-by-step guide to implementing a play-based curriculum in Year 1 while fully achieving the National Curriculum objectives. 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. Providing practical advice and guidance for busy teachers, the authors clearly and concisely illustrate their methods with theory, personal stories and colourful photographs from transitional stories they have been a part of. Let Me Be Five shows teachers how to plan the curriculum in a way that builds on children’s experiences in the Early Years Foundation Stage and gives them meaningful contexts for learning. Including real-life case studies and views from parents and teachers, this book will give you the knowledge and confidence to plan a play-based curriculum, based on children’s interests and developmental needs that will enable every learner to thrive.

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If you want to bring your curriculum to life, build your understanding of child development or strengthen your observation and assessment practice in the EYFS following the new statutory framework, join our webinar: How to Review & Strengthen Observation & Assessment Practice However, you can decide how this requirement is met, for example, there are various schemes around the country that support supervised toothbrushing. You may want to speak to your local authority about this. 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. Within the EYFS it does not specify that the parents should do as they are told neither does it specify how practitioners should work with the children. Therefore Pugh.G et al (2010:105), states that “It requires the practitioner to differentiate to understand each child as an individual and personalize the curriculum content to match their needs and interests”. However practitioners should have an in depth knowledge of their key children, so that they can use the EYFS Framework to support and help plan opportunities and activities. These will then enhance children’s learning and encourage the individual children’s development in a way that will interest them. Additionally Bowlby’s (1907 – 1990) research found that babies/children succeed if they receive care from one main caregiver which is usually the mother. They are also more likely to make secure attachments and then initially grow up into being well – balanced adults. (O’Hagan et al: 1993). Therefore modern researchers have disputed the fact that only the mothers can perform this task (Smith et al: 1993), regardless the debate of ‘working mothers’, it still remains that the children’s emotional and cognitive development are best when there is that continuity of care available. When in care children under the age of 5 should each be allocated key workers so that children can form key attachments with this person, this is where secondary attachments are formed. The key person is a key to developing relationships with the children that are assigned to them as swell as sharing and collecting information by working in partnership with parents of the key children allocated. The EYFS reflects this by stating that “Each child with early years care and education should be allocated a key person” (EYFS: 2007). By having a key person allocated to the children it enables them to develop an attachment with the practitioner on a secure basis knowing that they can rely on the key person. The EYFS framework sets the standards to make sure that children aged from birth to 5 learn and develop well and are kept healthy and safe.

If you need assistance with writing your essay, our professional essay writing service is here to help! Essay Writing Service The new early years foundation stage ( EYFS) framework was published on the 31 March 2021 and should be used by all Ofsted registered early years providers in England from 1 September 2021. The conference is all about the putting the curriculum into action, with a special focus on equity for every child. Why should we start here? Well, because if we get assessment practice right then many of the other pieces of the effective practice jigsaw will fall into place.

How and when you’ll be inspected by Ofsted depends on whether you’re on the childcare register or the early years register. How confident are your team in identifying significant progress? If not, then the information that we gather, might not be the information that we need.