Two reports highlighting the abrupt transition that children undergo when moving from reception class to Key Stage 1, from play-based learning to a more formal approach, will be welcomed by early years practitioners (see news, page 6). They have long complained about the tensions between the Foundation Stage and the National Curriculum. It is ironic, then, that the reports have been produced by Ofsted and the Department for Education and Skills, the very bodies seen by many as responsible for these tensions. Government requirements such as the literacy hour for reception classes have caused resentment and confusion, and inspections carried out by people who are sometimes seen as lacking early years experience and knowledge have hampered good practice in the Foundation Stage.
Two reports highlighting the abrupt transition that children undergo when moving from reception class to Key Stage 1, from play-based learning to a more formal approach, will be welcomed by early years practitioners (see news, page 6). They have long complained about the tensions between the Foundation Stage and the National Curriculum.
It is ironic, then, that the reports have been produced by Ofsted and the Department for Education and Skills, the very bodies seen by many as responsible for these tensions. Government requirements such as the literacy hour for reception classes have caused resentment and confusion, and inspections carried out by people who are sometimes seen as lacking early years experience and knowledge have hampered good practice in the Foundation Stage.
Our feature on supporting a smooth transition from reception to Year One has plenty of good advice for teachers, support staff and parents (see pages 14-15). And our article on the new team of Foundation Stage regional directors explores how they will be helping to promote the FS approach and iron out problems fitting it with the national curriculum (pages 24-25).
Let's hope it all enables children to enjoy playful learning for longer.
