The phrase 'school readiness' is taking a high profile in Government reports and policy, but what does it mean, and how should early years practitioners respond? David Whitebread and Sue Bingham look at perspectives that can inform planning for children's learning.


Learning & Development School Readiness: Part 1 - Starting points

Early years practitioners are caught between what policymakers and educationalists mean by readiness for school, as David Whitebread and Sue Bingham explain.


Learning & Development: School Readiness: Part 2 - Perfect match?

There is no one-size-fits-all when it comes to the learning that children bring with them to start school, say David Whitebread and Sue Bingham Photographs by Justin...


Learning & Development: School Readiness: Part 3 - A better way?

Contrasts between early years provision in different countries can help us reflect on whether education is for teaching children readiness for life, argue David...


Transitions: Part 1 - Preparing children for the move to Key Stage 1

Put children securely on the bridge from the Early Years Foundation Stage to the more formal curriculum of primary school with careful planning and an enthusiastic...


Transitions: Part 2 - The learning and developmental needs of five- and six-year-olds

Developmentally appropriate practice is as important for children in Key Stage 1 as it is in the EYFS, as research evidence and teachers' own experience shows.


Transitions: Part 3 - Developmentally appropriate practice

Supporting children making the transition to Key Stage 1 requires teachers to strike a balance between adult-led and child-initiated learning, with the right environment...