Nursery World - Practitioners cite curriculum barriers

Lack of outdoor space and excessive bureaucracy are just some of the issues that make it difficult for early years professionals to deliver the Foundation Stage curriculum effectively, according to new research. A survey of settings for three- and four-year-olds, carried out at Manchester University for the Qualifications and Curriculum Authority, asked practitioners to comment on factors affecting their ability to deliver the curriculum. Of 358 respondents, 230 (64 per cent) were in the private, voluntary and independent sector and 128 (36 per cent) in the maintained sector.

A survey of settings for three- and four-year-olds, carried out at Manchester University for the Qualifications and Curriculum Authority, asked practitioners to comment on factors affecting their ability to deliver the curriculum. Of 358 respondents, 230 (64 per cent) were in the private, voluntary and independent sector and 128 (36 per cent) in the maintained sector.

More than 45 per cent of practitioners said they spent too much time filling in forms. Inadequate outdoor space was a problem for 29 per cent of settings.

A separate survey by the research team of 400 reception class teachers found they perceived a greater number of challenges to delivering 'a broad, balanced Foundation Stage curriculum' than practitioners working with three- to four-year-olds. Seventy-four per cent of the reception teachers said there were challenges to teaching the six areas of learning, compared with between 54 and 65 per cent of practitioners working with the younger group.

Register now to continue reading

Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:

What's included