Top tips for getting ready for the new EYFS

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The new EYFS gives an opportunity for leaders, managers and practitioners to revisit systems, routines and everyday practice. Over the next few weeks we will be preparing for the countdown by posting top tips to help you think about your groundwork for September when the new EYFS Framework needs to be implemented. This week we consider planning and assessment, systems, the environment and existing resources.

 

1.    Planning

If your current planning is informed by children’s current interests and enthusiasms and is underpinned by the themes, principles and commitments in the existing EYFS, then it is only likely to need some tweaking in September. You will need to change any references to the current six areas of learning and development to reflect new headings in the revised framework, but remember, current good and outstanding practice will remain good or outstanding in September.

 

Remember, there will be guidance to support you:

  • Remodelled ‘Development Matters’ material
  • A checklist highlighting the changes between the 2008 Framework and the revised 2012 version

 

2.    Assessment

On-going formative assessment continues to be at the heart of effective early years practice.  Practitioners’ observations inform their assessment of children, and this feeds into future planning to support learning and development. Summative assessment, at points throughout the EYFS supports information sharing with parents, colleagues and other settings (from September, assessment will be simpler, easier for parents to understand, less bureaucratic, and will provide teachers with a better picture of a child’s readiness for year 1)

 

 

Remember, there will be guidance to support you:

  • EYFS Profile guidance
  • Remodelled ‘Development Matters’ material
  • 2 year old progress check guidance

 

3.  Continuous Provision

A stimulating learning environment, which offers high quality continuous provision is key to supporting children’s learning and development. Now could be a good time to ‘Spring Clean’ the learning provision, maintaining and developing areas which are well used by children and reflecting on those areas which seem to engage children less. Are there too many resources, or too few? Is the area of provision in the right place, or is it too noisy or too quiet? Do practitioners spend too much or too little time in the area?

Ongoing plans will include experiences and opportunities which enhance areas of provision.

 

4.    Systems for children

Individual child profiles, learning journeys and ‘All about Me’ books will continue to be effective ways of celebrating children’s achievements and informing possible ways forward. Your current systems are likely to include sections for each of the six areas of learning and development. You may want to take a common sense approach to developing these documents to include the proposed three prime areas and four specific areas of learning and development. For example, the current section for Communication, Language and Literacy Development can have an added section for Communication and Language, for information about speaking and listening and information about children’s reading and writing included in the Literacy section. Systems for new children from September 2012 can include all seven proposed areas.

 

Remember, there will be guidance to support you:

  • Remodelled ‘Development Matters’ material
  • A checklist highlighting the changes between the 2008 Framework and the revised 2012 version

 

5.    Revisit existing resources to support best practice

There is no central government funding to support implementation, but remember, many helpful tried and tested resources are still available on the Foundation Years website, including:

 

Learning, Playing and Interacting

 

Mark Making Matters – young children making meaning in all areas of learning and development

 

Social and Emotional Aspects of Development – guidance for practitioners

 

Every Child a Talker: Guidance for Consultants and Early Language Lead Practitioners, Third instalment

 

Young Children Thinking Mathematically – PSRN Essential Knowledge for Practitioners

 

 

 

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Comments (8)

  1. Melissa Clayton, April 26, 2012
    I found website very clear and easy to understand. I found the information informative and upn to date. Very helpful
  2. bianca, June 18, 2012
    hi above its mentioned there is EYFS Profile guidance to support you but how can it be accessed?
    • paula burgin, July 24, 2012
      click on the words and it will take you to the appropiate page
  3. Emma Preston, August 16, 2012
    how do we go on with adult focused planning will it be the same as before????as i cant get onto the assessment course till February next year :(
    • Sam, October 10, 2012
      I know idea, apparently we can't make the children take part in these activities! I wish they would just tell us what we need to do! Apparently we don't need toy rota either as children should all be saying what they would like to play with, can you imagine 20 children picking 20 different activities the room would be chaos! If you find out anything else about planning or adult led. Please forward to me x
      • patricia, December 5, 2012
        you need an interest sheet with all the interests of the children on and on your continueos provision sheet you need to put toys that match the interest of the children, i hope its clear if not let me know and i will email you an example
  4. Sam, October 10, 2012
    Need help! Planning, staff went on courses about new eyfs and it appears that we arnt doing planning correctly, does anyone have any ideas that they could share please, I'm very confused!!!!
    • patricia, December 5, 2012
      plan according to the childrens interest

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