Early Years Foundation Stage
The Early Years Foundation Stage (EYFS) is a term defined in Section 39 of the British government's Childcare Act 2006. The EYFS comprises a set of Welfare Requirements and a set of Learning and Development Requirements, which must be followed by providers of care for children under five years old – the age of compulsory education in the United Kingdom. The Welfare and Learning and Development requirements are not specified in the act but in separate orders.
The legislation took effect from September 2008. The Welfare requirements apply to the whole of the UK, but the Learning and Development requirements apply only in England.
All childcare providers, including childminders, nurseries, kindergartens and pre-school classes, are obliged to register under the Childcare Act to operate legally. To become and remain registered they must comply with the Welfare requirements, and with the L&D requirements for settings in England (except where exempted).
The Learning and Development requirements (applicable in England only) are unusual in principle in imposing compulsory educational targets
- for children below the age of compulsory education, and
- on providers outside the state system and not receiving state funding.
Areas of learningEdit
All pupils in this Key Stage must follow a programme of education in these areas:
- communication and language
- physical development
- personal, social and emotional development
- understanding the world
- expressive arts and design
Learning and development requirements controversyEdit
The Learning and development (L&D) targets[clarification needed] are controversial in not being generally accepted by experts in child development and education as being appropriate for this age group. They include literacy requirements that five-year-olds should:
- readily use written language in their play and learning
- use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words
- show an understanding of how information can be found in non-fiction texts to answer questions about where, who, why and how
- begin to form simple sentences, sometimes using punctuation
There are similar levels of requirements for numeracy.
There is a body of professional opinion that attempting to push under-5s into early literacy is ineffective or even counterproductive, possibly even producing reading difficulties in some children through the experience of early failure, and other problems including ADHD. It is reported that schools in Scandinavian and other countries, and Steiner schools, where children start school at six or seven years old, produce better academic results.
Apart from the question of whether the L&D targets are appropriate for the age group, there is controversy over the prescriptive nature of the curriculum, burdensome nature of the assessments of children they demand and stress inflicted upon young children by the curriculum and assessment (as with SATs to which older children are subjected).
The Childcare Act makes provision for exemptions from the Learning and development requirements for
- settings, under section 46(1)
- children individually, under section 46(2)
The circumstances under which exemptions may be granted are to be stipulated in the Early Years Foundation Stage (Exemptions from Learning and Development Requirements) Order, which as of 20 June 2008 had not yet been laid before Parliament.
The Department for Children, Schools and Families conducted a consultation on the EYFS Learning and Development Exemptions, between 1 March and 24 May 2007. Respondents were invited to give their views on the circumstances accepted as possible grounds for exemption and the process by which exemptions could be obtained.
The proposed circumstances were:
a. Providers who lack the capacity to meet the full requirements, but should be able to do so within a specified time period, given access to the necessary support and/or training.
b. Providers who base their provision on alternative approaches which conflict with the statutory requirements with respect to learning and development.
c. To meet the needs of individual children in provision which otherwise provides the full EYFS to all other children.
The DCSF response to the consultation considered the first and third circumstances only:
... there may be instances where providers are temporarily unable to deliver the EYFS, but are making every effort to do so within a short period. In such circumstances, our view is that it would be disproportionate not to allow for a time-limited exemption. Similarly, there may be circumstances in which the EYFS, or some element of it, cannot be delivered for an individual child.
"Flexibility" of EYFSEdit
Campaigns against EYFSEdit
Despite the government's claims for the benefits and flexibility of the EYFS many educators and childcare experts have expressed concern about the impact of the EYFS and called for changes to it.
The OpenEYE campaign gives as reason for its formation:
Open EYE was set up in response to fears that the government’s new Early Years Foundation Stage is:
- overly prescriptive
- potentially harmful to the development of children
- a breach of the human right of parents to have their children educated in accordance with their own philosophies
The campaign was launched on 30 November 2007 with an open letter published in the Times Educational Supplement. Signatories included Tim Brighouse, Margaret Edgington, Dr Richard House, Dr Penelope Leach and Sue Palmer. The letter and petition express concern at the "harm likely to be done to young children due to the framework’s contestable assumptions and unintended consequences" and calls for an "independent review of the compulsory Early Years Foundation Stage (EYFS) policy framework, and [reduction of] the status of its learning and development requirements to 'professional guidelines'". An Early Day Motion – No. 1031 – expresses similar claims and calls.
- Childcare Act 2006 online pdf
- EYFS Learning and Development requirements online pdf
- "England young 'among most tested'", BBC News, 2 February 2008, and "Primary schools exert unnecessary pressure on students: report" Archived 26 February 2008 at the Wayback Machine, AFP, 8 February 2008 (on reports of the Primary Review).
- "Children 'too young for school at 4'", The Times, 28 February 2008 (on a report of the Primary Review).
- Steve Biddulph,"Under-fives curriculum 'will harm children'", The Daily Telegraph, 26 February 2008.
- "Doubts over progress in early learning", The Guardian, 28 August 2007.
- "UK children 'reading too early'", BBC News, 22 November 2007.
- "Under-sevens 'too young to learn to read'", The Guardian, 22 November 2007.
- "Problem caused by pushing them too much, too young", The Times, 23 January 2008.
- "Playing with their minds" Archived 9 March 2008 at the Wayback Machine, TES, 1 February 2008.
- "England falls in reading league", BBC News, 28 November 2007.
- "Toddler curriculum criticised by European education expert", The Guardian, 15 November 2005.
- "Is your baby playing with its toes yet? If not the government wants to know why", The Guardian, 14 March 2007.
- "Primary children 'suffer stress'", BBC News, 12 October 2007.
- DCSF EYFS Learning and Development Exemptions consultation web page Archived 8 August 2007 at the Wayback Machine
- EYFS Learning and Development Exemptions Consultation Document MS Word
- EYFS Learning and Development Response Form MS Word
- DCSF Response to L&D Exemptions consultation MS Word
- Tim Brighouse, et al., "We call for review of early years law", The Times Educational Supplement, 30 November 2007. Accessed 25 October 2008.
- Anthea Lipsett, "Experts blast 'distorted' early learning plans", The Guardian, 30 November 2007. Accessed 25 October 2008.
- "OPEN EYE CAMPAIGN FOR OPEN EARLY YEARS EDUCATION", Early Day Motion 1031.