Section Three:
The Commission
findings
3.
Impact of
specific policies
on attainment
development, creative development and boys’
learning. They saw the drivers for this as being
and implications
‘higher quality teacher input’ and ‘more active
learning’. One respondent was not optimistic and
for learning
thought attainment would be reduced in literacy
environments
and numeracy. Learning outcomes described
included more confident and articulate children,
and resources
with greater social skills.
over the next
5
_
10 years
‘The new environment should allow
children to develop a range of
important skills and experiences that
3.1 will enable them to become better
Early Years learners and thinkers.’
School leader, Primary phase
Short summary of the policy
• Early Years Foundation Stage became mandatory
in September 2008 for all those registered to The learning environment
provide childcare and education. Aspects emphasised in responses were the need
• It foresees increased integration of child services. for the flexible layout and resourcing of classrooms,
• It provides a more structured way to planning plus increased facilities for outdoor learning.
activities and recording outcomes. Specifics mentioned were different types of
• A play-based approach is central to six learning spaces within schools and stimulating
overlapping aspects of development: personal, structures outside that take account of
social and emotional development; sustainability concerns. There was comment on the
communication, language and literacy ‘media-rich environments’ of many homes and that
development; mathematical development; schools should aim to match these more closely. All
knowledge and understanding of the world; this will require access to funding.
physical development; and creative development.
Staffing
There were 23 replies to this survey topic, 63% One notable current deficit was of sufficient Early
from schools. Years practitioners who are highly trained.
Responses requested more investment in staff
Attainment and learning outcomes training for this phase to improve the quality of
Those schools leaders who commented on this teachers and support staff, particularly to develop
believed that as a result of policy changes ICT competence and support children’s play. The
attainment would rise, particularly in mathematical numbers of support staff were also deemed too low.
40
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