This article has been brought to you by Slough Borough Council's Early Years Advisory Teacher, Karen Loft, for the attention of all Early Years and Childcare Practitioners.
IFF Research recently published their research report on the EYFS 2021 Reforms:
The 2021 EYFS reforms aimed to reshape early years curriculum and assessment. Key objectives included prioritising language development, clarifying ELGs, and reducing the focus on tracking/data.
The report considers the impact of these reforms, drawing from extensive surveys and qualitative research among leaders, staff, and local authorities in EY settings.
Curriculum and Assessment: Most settings reviewed/changed their approach. Most commonly, they put less focus on observation and tracking, and instead spent more time with children, weaving in communication and language throughout.
Positive changes were reported, including an enriched experience for children and staff, with flexibility and professional judgment playing a significant role.
While most found implementing changes unproblematic, challenges included time constraints, lack of guidance (more prevalent among childminders and group-based settings), and high staff turnover, especially in group-based settings.
LA Moderation and Assessment: Diverging views emerged on the removal of LA moderation. EY settings reported reduced stress and workloads, but concerns were raised about consistency and sharing best practices. LAs were more sceptical, fearing a negative impact on quality.
Workload and Support: Two-thirds to three-quarters of leaders reported decreased assessment time post-reforms. This allowed for more quality interaction with children. LAs offered various support, and while generally useful, challenges included funding and limited staff time.
Support Mechanisms: EY settings used government guidance and social media. While positively received, suggestions for improvement included more setting-specific guidance, practical examples, and more accessible guidance.
Children's Outcomes: The majority of EY leaders anticipate positive impacts on children's outcomes, citing improved interactions and emphasis on communication, language, and personal development. Concerns were raised about catering to children with SEND and other additional needs.
Learning Points and Considerations: Overall, the reforms have been well-received, achieving their intended objectives. However, a small number of respondents flagged areas needing further attention: clearer guidance, enhanced support for children with SEND, and smoother transitions to Key Stage 1.