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New National
Chair for Early Education
At its AGM on 11 November the national early years organisation Early
Education elected Bernadette Duffy OBE as its National Chair. The following
resolutions were passed by members, which will inform the work of the
charity for the coming year.
1. Early Education believes that all young children are entitled to high
quality education in their earliest years and that teachers play a key role
in improving outcomes for all children, especially the most disadvantaged.
Early Education will:
-
urgently seek
clarification from the DfES and CDWC on the relationship between early
years professionals and qualified teachers
-
lobby
governments to ensure that young children have access to input from a
qualified early years teacher
-
lobby
governments to urgently improve the quality of training for the least
experienced practitioners so that they are fully equipped to take on the
role of key person.
2. Early
Education believes that for young children to become successful readers they
need learning experiences which embrace a broad, language rich curriculum.
Early Education will:
-
monitor the
impact of the implementation of the early reading review
-
gather
evidence where early years practitioners are required to implement
inappropriate curriculum practices and ensure that this is reported to
relevant bodies such as the Primary Strategy and DfES
-
challenge the
imposition in England of one method of teaching phonics.
3. Early
Education supports the Government’s aim to bring together existing
frameworks for children from birth to five within the Early Years Foundation
Stage (EYFS).
Early Education will:
-
monitor the
implementation of EYFS to ensure that training and dissemination is
effective and reaches all practitioners and feedback issues that arise to
the relevant bodies
-
lobby
government to urgently improve the quality of training for the least
experienced practitioners so that they are fully equipped to take on the
role of key person
-
lobby
government to ensure that children in reception classes receive the
appropriate Foundation Stage experiences to which they are entitled
-
lobby for
changes to those Early Learning Goals which evidence from three years of
Foundation Stage profile outcomes show are set developmentally too high.
4. Early
Education is extremely alarmed that OfSTED inspectors in the maintained,
private, voluntary and independent sectors are not always supporting the
development of appropriate early years practice in the Foundation Stage. We
believe that OfSTED inspectors who inspect the Foundation Stage should have
appropriate and current knowledge of the Early Years Foundation Stage and
national research outcomes. This knowledge should be clearly applied when
making judgments about early years practice.
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