I write in response to your article (19 March-1 April edition) giving anoverview of the interim findings of Professor Cathy Nutbrown'squalifications review.
As an Early Years Professional and member of Aspect's National Committeeof Early Years Professionals, there were several points in the interimreport which gave me pause for thought.
First, I was pleased to note that the report recognised the value ofworking towards an entire early years workforce qualified to a minimumof Level 3. However, I was also dismayed by the implication that raisingthe entry level qualification in this way would serve as a bar tomembers of black and ethnic minority groups joining the profession.Surely the professor does not intend to imply that members of ethnicminority groups are less likely to be able to achieve higher levelqualifications!
In a second point made in relation to a minimum Level 3 qualification,the article states that this 'raises questions about heightenedexpectations and training for managers'. I believe that higherexpectations for the training, and knowledge, of those leading earlyyears settings can only be a good thing. The earliest years of a child'slife are, as we know, vital in terms of gaining the best possiblefoundations for future learning, and I would like to think that as aprofession we will constantly strive to attract the very best people tothe sector to help children to build these foundations. Finally, I wouldlike to express my concern over the suggestion that we need an EarlyYears Initial Teacher Education route to improve the status of thesector. There are already nearly 10,000 Early Years Professionals in thecountry. These are people who have chosen to train and work with theyoungest of children because they understand the importance of nurturingand supporting a child's development from birth. EYPs work across avariety of settings, supporting children with a variety of needs tobuild those strong foundations that will foster their later educationaland social success. If we want to improve the status of the sector weshould be celebrating the work of the dedicated individuals within thesector, both EYPs and others, and not coming up with a 'new'qualification every few years.
I look forward to a time when Early Years Professionals and QualifiedTeachers work together, and are equally valued as professions in theirown right, providing the right care and education for children frombirth through to 18.
Alexandra Skvortsov, Greetland Private Day Nursery, Halifax
Our star letter wins 30 worth of books
DOWNLOADABLE EYFS IS DISAPPOINTING
After reading the articles in Nursery World (2-15 April) I immediatelydownloaded the 'new' Early Years Foundation Stage document that waspublished on 27 March. I totally agree with your editor Liz Roberts whocommented that 'the new EYFS document is not properly designed,illustrated, printed or produced'.
There has been so much hype about the changes that were to be made andon completion of this being rolled out (what - no fanfare?) it is justavailable as a downloadable document!
So much for it receiving a high accolade by the Government!
Amazingly too, as I have just read through the document, it seems tovery much take on the appearance (for those who remember ...) of theformat of the 'Desirable Outcomes' which was published in the 90s.
I can see the outcomes have been reduced to 17 from 68. However, theseare now grouped broadly together as they were in the days of theprevious 'curriculum'. I do hope this new document does not go the sameway as that. I seem to remember there was a huge uproar as the outcomeswere interpreted broadly by many and children were being expected toachieve reading and writing skills before they were developmentallyready. Or is this the new focus - to forget that children are childrenand get them on the academic ladder early?
Another factor is that Problem Solving, Reasoning and Numeracy was amouthful to say and having mastered this we have now been reverted tothe simple title of Mathematics. So what happened there?
I am very disappointed by what has been published and would like tothink many of you agree.
The framework seems to have been created in haste.
I also cannot believe that the 'new' Profile handbook will not be readybefore September. Surely everything should have been published togetherto ensure practitioners would be well prepared to brief new parents onthe changes before the summer term begins.
Sue Williams, pre-school co-ordinator at the British InternationalSchool of Ljubjana, Slovenia
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