The consultation Expert support for the development of Foundation Stage practice, which closed at the end of December, set out plans by the Department for Education and Skills to introduce a standardised support programme 'built around a common set of principles, but differentiated to recognise the individual needs of practitioners and the range of settings delivering the Foundation Stage'. It would be headed by a national director in charge of regionally-based teams of training and development directors and special educational needs experts.
These regional teams would liaise closely with Early Years Development and Childcare Partnerships (EYDCPs) and local education authorities, and provide quality assurance and accreditation for existing Foundation Stage programmes and materials. As a priority, the national director and regional teams would consult on, and agree with the sector, the key competences and standards of performance needed for effective Foundation Stage practice in any setting.
However, early years consultant Margaret Edgington said that she believed a number of trainers had expressed concerns about the proposals in their response to the consultation. They feared that the national programme would be a waste of money at a time when most EYDCPs have well-run Foundation Stage programmes, and that training would become packaged and standardised in a way that would not meet the needs of any practitioners.
Mrs Edgington said, 'Training is only as good as the person leading it. Many existing trainers would not wish to continue training within the constraints the proposal would inevitably bring, leaving us with people who don't know what they are doing.'
She added, 'There is also the worry that more and more of the better practitioners are being taken away from direct work with children.'
EYDCPs delivered a one-day 'awareness event' developed by the DfES following the publication of the Curriculum guidance for the Foundation Stage in May 2000. Many went on to develop further training initiatives and materials. However, when the DfESpublished the consultation paper Expert support for the development of Foundation Stage practice last October, it observed that this approach had produced some 'very valuable products and training outcomes but, inevitably, has led to some inconsistencies in approaches to training and a duplication of effort'.
Responses made to the consultation are due to be published after Easter.
