Your Opinion: Letters

INTERPRETING EYFS

Our setting has been implementing the EYFS since April. I have found that following the guidelines to be child-led, through observation and assessment, our planning time has decreased significantly and our sessions have become calmer, more purposeful and more fun!

While we still do observations for profiles throughout a session, we also make some observations of individuals or groups at play which go into a separate and easily accessible file. These observations, or sometimes they may be requests from the children, feed directly into the planning for the next week, or even for immediate implementation if that is possible. So if, for example, we notice during snack that a child would benefit from an opportunity to practise pouring, immediately we can offer that opportunity in dry sand, water, rice or so on where the child can practise safely and confidently.

I'm certainly not saying that we've got it completely sussed and I know there are still weaknesses in our practice, but with reflection and a willingness to change, and a small but happy and dedicated team, as well as an active and supportive committee, we are enjoying the refreshing approach provided by the EYFS.

It feels that practitioners are being allowed to again let children really enjoy and grow through open-ended play. The emphasis on outdoor play and sensible risk-taking is also welcome. Beverley Hughes in her column (4 September) gives the beautifully simple example of learning through counting sultanas while baking a cake. This suggests to me that the powers-that-be are actually in tune with good early years practice. Although there is a fair amount of paperwork, which is necessary to help practitioners evidence and extend a child's development, in Section 2.11 of the EYFS guidance notes it does advise that 'you can use your professional judgement to decide how much record-keeping is necessary to support your assessments.'

I think people's interpretation of what is required is sometimes more complicated than it needs to be.

Clare Bush, Rowhedge Under Fives, Colchester, Essex

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WHY EYPS IS NEEDED

I would like to add to the debate about whether or not the EYFS should be teacher-led by describing some of the students we are training for EYPS at the University of Reading. These are people who have been working in and leading practice within the Foundation Stage for a number of years. They studied over a year for a level 3 in Early Years, continued for another two years to study for a foundation degree in Children's Development and Learning or similar, and then enrolled on the long pathway to complete their honours degree in Children's Development and Learning. Upon completion of the degree, they are assessed against the EYP standards in order to, hopefully, achieve EYP Status. This represents at least four years of relevant study, alongside many more years of practical experience.

Throughout this period of study, as well as developing an in-depth knowledge and understanding of children's learning and development from birth, they are becoming deeply reflective and supportive leaders of practice - exactly the kind of practitioners who should be leading the EYFS.

What skills and knowledge are missing from their armoury that makes them inferior to teachers within early years? While I accept that not everyone follows this particular route to EYPS, all EYPs are graduates and all have met a rigorous set of standards. Should it not be up to individual employers to look at candidates' CVs before deciding whether or not they are suitable for a position, in school or any other setting?

The real issue is that EYPS is not available for those working in maintained schools without children's centres, leading to debate and uncertainty about the parity of EYPS and QTS. I wholeheartedly back calls for teachers in schools to be allowed to enhance and demonstrate their knowledge and understanding of the whole EYFS age range through EYPS in order to be able to offer individualised provision to all the children in their schools.

Mandy Booty, EYPS and BA Director, University of Reading

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