Just over 80 per cent of respondents to the consultation, including practitioners, LEAs, and representative bodies, supported the proposal to establish nationally directed Foundation Stage support for early years development and childcare partnerships (EYDCPs).
Many of the respondents commented that national agreed guidelines would ensure consistency and promote quality, but others also pointed out that the scheme must be flexible and adaptable to make sure that local requirements and initiatives were fully recognised.
Some respondents expressed fears that adequate training provision was already in place and the proposal would duplicate existing arrangements, while others were concerned that the plans would add another layer of bureaucracy to an already heavily burdened structure.
The Department for Education and Skills plans to appoint a national director to lead the programme and oversee the work of regional teams of Foundation Stage training and development directors and special educational needs specialists. These regional teams would work closely with local education authorities and EYDCPs, while the special educational needs specialists would work closely with area special educational needs co-ordinators appointed by the partnerships.
The initial training for practitioners following the publication of the Curriculum Guidance for the Foundation Stage was a centrally developed and funded programme of one-day events, delivered through EYDCPs. In 2001/02 an additional 24m was allocated to EYDCPs for them to make training opportunities available to practitioners.
In its analysis of the feedback to the consultation, the DfESsaid, 'The EYDCP-led approach has produced some very valuable products and training outcomes but, inevitably, has led to some inconsistencies in approaches to training and a duplication of effort.
'There has been a consistent call from the sector for a more comprehensive and standardised programme of dedicated professional training and support, which is built around a common set of principles, but differentiated to recognise the individual needs of practition-ers and the range of settings delivering the Foundation Stage.'
Under the proposals, the national director and regional teams would be required to define, consult on and agree with the sector the core competences and standards of performance required for effective Foundation Stage practice. The recent Government-funded research projects on effective pedagogy will feed into this process (see News, page nine, 15 August).
The DfES acknowledges that many EYDCPs have produced their own Foundation Stage materials and training programmes and believes its proposals would create an opportunity for those to be accredited against defined standards.
The national director and regional teams could provide expert advice to develop and improve existing materials if needed, and identify any gaps and commission new materials as appropriate.
Expert support for the development of Foundation Stage practice - summary of responses is available on www.dfes.gov.uk/consultations.
