Many schools work hard to make children's transition from the early years to primary education as seamless as possible. But part of the effectiveness of such plans lies in the experience that awaits children when they arrive in Year 1. As one foundation stage teacher put it, 'It's no use getting the children excited about moving to Y1 if, when they get there, it's formal, boring and rigid and the children get no play.'
Many teachers in schools around the country have recently been challenging the appropriateness of the education that children receive in Years 1 and 2 and which so often lacks continuity with the play-based, child-initiated opportunities of the EYFS.
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