Three cheers for the Cambridge Primary Review, the three-year independent project into primary education that has just submitted a major report (see News, page 3). Its overwhelming conclusion is that the primary curriculum should build on the Early Years Foundation Stage rather than be shaped by downward pressure from secondary level.
How wonderful this could be! The effects could be particularly significant at reception class level, where the clash of EYFS and Key Stage 1 makes life really difficult for teachers and teaching assistants. The EYFS makes a key-person system mandatory - yet there may only be one or two adults for up to 30 children in a reception class. How do you adhere to the principles of A Unique Child in such circumstances? How do you set up an Enabling Environment, preferably with free-flow access to outdoors, in the accommodation that many schools have to exist in?
And then there is the top-down pressure of Key Stage 1 and SATS to contend with, in addition to the directive to improve outcomes under the EYFS Profile. So, begin to take on board the literacy and numeracy strategies, along with phonics for all, while maintaining the child-led, play-based approach of the EYFS!
It would make such sense to build from the earliest years upwards, enabling the EYFS to be fully implemented to the end of the stage and enriching the education of all primary school children with a seamless move into Key Stage 1.
However, the Cambridge Review has reported just before the Government-backed interim Rose Review reaches the end of its consultation period. We shall see how much influence these thoughtful recommendations have.
