The jump from the Foundation Stage to Key Stage 1 is too abrupt. The report has identified time and time again that there is not enough understanding of the Foundation Stage curriculum from Key Stage 1 teachers. There is also not the content, understanding or experience within some Key Stage 1 departments to ensure a smooth transition process. Also, it would help with continuity if the co-ordinators had a better understanding of the Foundation Stage curriculum.
Paragraph 41 of the report refers to the fact that 'three-quarters of the Year 1 teachers said that the reading records were useful, with slightly fewer finding the mathematical record notes on individual pupils and samples of work helpful'. But where is the mention of knowledge and understanding of the world, and creative development?
We need to change the value system and move to child-initiated learning rather than just focusing on literacy and mathematics. But the boot is on the other foot as well. Foundation Stage practitioners need to be proactive and stand up for their phase of the curriculum. They also need to be confident in their convictions and ensure that new policies and procedures are written with their views in mind.
Jan Ashbridge
Kendal, Cumbria
