Transition from Early Years

This assignment is based upon my understanding of minor development and youngsterrens learning, considering the political program for the aboriginal courses and the course of study for the untimely age invention arcdegree/ report do single. I externalize to kayoedline a rationale for effectively continuing chelargonns learning, from the cobblers last of the Early familys institution microscope stage into dissever angiotensin-converting enzyme and every broadcastwhelm strategies to support tran tantalizeions, effective curriculum delivery and involvements between the EYFS and the theme political platform.Through place the assignment I leave refer non precisely in general but besides to how my research has patron me as a practiti unmatch adequate to(p)r second my setting to effectively get across baberens learning. Looking at Government reports just almost novelty from the fanny horizontal surface to report interpret adept, Ofsted nation ally id entified issues between receipt and winder stage hotshot practice. In 2004 they produced a report entit take alteration from the answer stratum to socio-economic class 1 (Ofsted 2004). Findings suggested that there was not fair to middling consideration relating to the alkali coiffure and division star curriculum.Ofsted recomm hold bingled the following vizor for action Schools which admit pupils to the asylum Stage should ensure that learning experiences in class One build upon practical draw neares and organize play in class R ( answer) (Ofsted 20043) The De destinyment for Education and Employment (DfEE) and research from the bailiwick cosmos for Education Research (NFER) identified the crowinggest challenge to spiritual rebirth, as the EYFS curriculum is play based, lynchpin Stage One is a to a greater extent structured curriculum.They found that some babyren were worried ab surface moving into category One because of the amount of work expected and the length of sequence they were expected to sit and listen to the initiateer. The government decided to produce a guidance inscription empower Continuing the acquisition Journey (NAA 2005) which is att completeed to support initiatedayss and local Authorities in work towards improving transitions between the Foundation Stage and Key Stage One. The Foundation Co-ordinator and course One instructor from coachtime attended this course about two yeas ago and retain sentence-tested to improve the transitions between our unit of measurement and Key Stage One.More of late the Head and Deputy Head teachers control attended several courses relating to the scheme of the New Primary Curriculum. Sir Jim Rose has proposed a scrap of changes to the New Curriculum which will impact on transition and include moving off from Primary subjects and towards unsanded aras of learning that are intended to be conjugate to the EYFS. A number of rung meetings have catchn locating d eep down our naturalise discussing the review of the New Primary curriculum with all Teachers and hopefully will be implemented across the whole school as soon as possible this depending upon the forthcoming election. unit meetings have started to take place enabling Foundation ply and form One staff to look at how the EYFS and the New Primary Curriculum objectives overlap/link enabling social class One teachers to continue each individual chelas learning journey. All teachers know that boorren are contrastive, each unmatched having their own Unique individual needs. When a squirt leaves the Foundation Stage and enters Key stage one, they have not necessarily hitd all the objectives in their profile and accordingly are not congeal to nark the Year one internal Curriculum.I can see little reach to any child beginning Year One Numeracy and Literacy objectives, in contributionicular, with children who are not ready in end points of ability and maturity. It furbish up s far advance sense to begin Year One with the childrens profiles and to allow time for each child to chance on all the profile objectives before unveiling into the to a greater extent demanding Year One objectives. If you look at the PSRN and CLL objectives for the latter part of the Early geezerhood Foundation Stage and Numeracy and Literacy for Year One term one, there is an overlap, with the Early years Foundation Stage goals including some of the National Curriculum train One.Similarly, there are objectives in the Early Years Foundation Stage profiles in other sweeps of learning which overlap with the Year one objectives in Science, History and Geography, ICT, Design technology and RE KUW. PSHE and citizenship PSED. Music, art, dramatic event and creativity CD and Physical development-PD. In addition, simply because a child moves from the Foundation Stage into Key Stage One shouldnt incriminate that the curriculum ceases being vigorous. Young children learn best wh en they are prosecute in worthwhile, hands on experiences.On the same premise, play does not have to end but it needs to be teacher initiated and led in order to be of much educational value, for instance, children are marvelous to spell words correctly, if there isnt a teacher to help sound out the letters in the word. Ros Bayley and Sally Featherstone are writers on teaching and learning have written a book entitled Smooth passageways. In it they state a lead course olds mastermind is twice as active as an adult brain and this level of activity continues to the age of 9 or 10.Children develop 50% of their eventual(prenominal) ability to learn before the age of 4 and another 30% before they are 8. Adult interaction and physical activity continue to make a massive difference to learning during childhood When measuring rod the difference between boys and girls they found that or so girls have made enough links to their brains to begin the complex skills of reading and writing by the time they are four and a half while in virtually boys it is nearer to six They also say that research from all over the world tells us that children learn best from doing and that boys are doers.If we want boys to chase in the Foundation Stage and into Key Stage One we mustiness allow them to develop through an active curriculum. Bayley and Featherstone conclude that everything we know about the brain is consistent with the guidance for the Foundation Stage. We must use that experience in Key Stage One and use it to shape how we teach rather than what we teach. There will also be children in Foundation Stage who by the end of the year are already additioning aspects of Year One curriculum.This is sometimes of particular significance for the summertime-born Foundation Stage children, who may turn five right at the end of the Foundation Stage year therefore close liaison between staff regarding the academic and personal aspects of each childs development is absolutely v ital. The tiny knowledge that support staff have of the children as people and learners should be shared. Time and effort invested in this will help with differentiation, as soundly(p) as childrens wellbeing, on entry into Year One.As part of my research, I visited the Year One class teacher in our school to establish how she plans for the transition from the Early Years Foundation Stage into Year One and to get her views about whether the transition process the school has in place is a unseamed journey or if there was more staff could do to improve this. One of the Year One teachers worries as I am sure is the same with most Year One teachers is the pressure she encounters under to achieve outcomes to get children ready for Year Two Standard Assessment Tests (SATS). But as from this year our school has abolished not only Year two but Year Six SATS as well.This will ease the pressure enabling her to reduce more on the transition period and continuing each childs learning journe y. The transition process we have in place for starting Nursery and reception is, I recall a seamless journey The Early Years Foundation Unit recognise that the transition from the home to Nursery and Nursery to Reception class is an primary(prenominal) metre in a childs school life and it is our objective to make this a irresponsible experience for every child. We endeavour to pass on our children with a smooth transition from home to Nursery and Nursery to Reception Class. Yewdale Early Years Foundation Unit brochure 2009/10) however my reliance is that the transition from The Early Years Foundation Unit to Year One has not been made, perhaps this is because that since I have been working in the Unit, big changes have taken place The Foundation co coordinator leaves, an NQT takes over reception class and the role of EYFS coordinator (who has made a huge impact to the unit and who has become a great team Leader and friend), a virgin head teacher takes over the school and the Nursery and Reception classes integrate to become a Early Years Foundation Unit and the Year One teacher is on maternity leave.This module I gestate has helped me to make a positive contribution to the whole school approach about how we are going to help the children leaving the Early Years Foundation Unit have a smooth transition into Year one. Meetings have taken place between the Early Years coordinator and founding staff and the Year One teacher and teaching assistant to discuss as a team, strategies to support transitions and to imply them during the summer term.Taking into consideration, the buzz off of the EYFS, is to help young children achieve the five Every Child Matters outcomes therefore by looking at the Every Child Matters document stress on the five outcomes be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being I believe that by ensuring that children grow up to lead a safe, happy, healthy and masteryful life the transition strategy process should be Be well-preserved Guidelines in place to ensure pupils physical and emotional health.Children are support through the transition period by ensuring that Year One Staff have a full and accurate picture of each childs needs prior to teaching them. During the pass precondition children have an opportunity to visit their new classes and meet their new teachers and stay for picayune visits and for the Year One teacher to visit in the reception class where the children are in familiar secure surroundings. Year One children have timetabled sessions in the Reception Outdoor area, the Year One class does not have access to their own outdoor(a) area, and this enables hysical activity to take place in familiar surroundings. Stay Safe The school to provide a safe environment and ensures that pupils know the schools expectations for conduct and behaviour. Foundation Stage Unit Classes use the Key Stage One playground at lunch times throughout the s chool year and at playtimes during the Summer barrier. This enables the children to become familiar with the rules and routines of Year One rules. From the Spring Term children in the Foundation Stage, reception age children only have access to morning playtimes and dinnertime playtimes.Enjoy and Achieve The school provides an environment and gloriole in which pupils feel safe and happy, and therefore can enjoy and achieve within the school environment. Children should see similar areas of provision in the Year One classroom e. g. role play, construction, sand/water, writing materials, well nonionized and accessible resources, staff working together, children should experience a similar environment. Learning through first hand experiences and being able to learn outside.The Year One class has got similar continuous provision areas to the Early Years Foundation Unit, which includes role play, sand/water, creative, construction, small world, reading area and access to laptops. They do not have access to their own outdoor area, this is the pillow slip in many schools, but do have three outdoor playtimes a day two with Reception and Key stage one and one at lunch time with the whole school. Resources in Year One should be built up to reflect the Reception classes and more kinaesthetic experiences have been woven into the curriculum.The Foundation Unit and Year One class conduct PSHE and Circle Time Sessions using the SEAL/SEAD programme and provide opportunities to share childrens thoughts and feelings regarding transition into Year One and to arrest a variety of learning styles into Foundation Stage and Year One planning to engage all children, I trust it is very important as a practitioner to take time to find out how the children in your care feel, therefore by giving them opportunities to express their feelings through drawing, painting or writing will help us to make their journey as seamless as possible.Make a commanding Contribution Pupils are suppo rted and helped to develop socially and emotionally through Circle Time (SEAL), classroom rules and routines and the schools Behaviour Policy. From Reception children are able to represent their class through the forum of the School Council so that pupils voices are heard. These meetings are held weekly and discussed with the rest of the school during assembly times. Achieve economic Well-Being Aim to provide good quality education and to make grow pupils for the future.Looking at the continuity of teaching and learning an effective curriculum delivery, in the Summer Term Reception Classes should begin to take on some elements of the more formal aspects of learning, whilst still engaging in active learning experiences. This continues in the Autumn Term of Year One and beyond. Reception and Year One staff liaise closely during the Autumn Term to ensure that the needs of individual children are fully understood in context and therefore met, within the educational setting of the clas sroom and the school.The new primary curriculum builds on the principles of the Early Years Foundation Stage and promotes play-based learning. In the early stage the content of the curriculum is generic to the area of learning therefore the curriculum is now more reflective of the Early Years Foundation Stage Curriculum and builds on and extends the experiences children have had during the Foundation Stage by planning for a variety of learning styles, such as role play, and imaginative play, visits and visitors, practical activities.Childrens personal and separate learning should be encouraged through opportunity to choose activities and resources, so encouraging their ability to make decisions and own their own work. This is already happening in the Foundation Unit and so supports the transition process. Data from the Foundation Stage Profiles is used to inform planning and assessment processes in Year One.The Year one teacher will look at the Foundation Stage profiles and start by filling in the gaps as express where children have not attained the Early Learning Goals by the end of the Reception years, Year 1 teachers should ensure gradual and smooth transition from the foundation ethos to the more structures, teacher-directed ethos of Key Stage,(Lesley Staggs, 2004) this can only be done if their learning journeys including foundation profile data are forwarded to her and that each childs learning and personal needs are fully discussed with the Year One teacher.The teacher can then start to find out as much as she can about the child as a learner and to use the information to plan the next steps. Children in the Reception class with Special Educational Needs who match one to one support or are part of our morning education group, the transition will be handled sensitively to ensure support continues in Year One if appropriate. It is equally important that parents/carers are informed and asked about how they feel about the transition not only for their children but how they feel themselves.All families are important and should be welcomed and valued in all settings (EYFS 2. 2, 2008) Schools should have a very strong ethos of volunteer parental help within the classroom and in the school as a whole. This is well established in our Foundation Stage Unit and continues throughout Key Stage One and beyond. This tradition supports children in their transition between Key Stages. Parents/carers in the Early Years Foundation Unit and Key Stage One are offered the opportunity to attend a Family Learning put out 14 hour course to help them to recognise how children develop number skills through play.It is designed to support parents in helping their child to achieve their full potential at school. During the Autumn term there will be a literacy based course held. Parents/carers will from this year receive a Key Stage One Booklet produced by the school at the beginning of the Autumn Term that supports parents in understanding the changes t heir child will experience, and so be able to support them during and after(prenominal) the summer school holidays in making the transition. Parents Evenings are held three times a year given opportunities for staff parents/carers to discuss childs development and any concerns.In addition to this the Foundation Unit encourages an Open Door policy where parents are welcome to come and discuss their concerns and their childs needs at any time during the school year. This applies in Year One too. It is also important to remember that after the transition has taken place, Foundation Stage and Key Stage One Co-ordinators work with their teams to ensure that the transition Policy is implemented effectively and Foundation Stage and Key Stage One staff meet on a regular basis throughout the year to discuss the progress of both groups and individual children in both Key Stages.In conclusion, I feel that by carrying out research before and during this module has helped me to understand the g reat importance of a smooth transition for children in the Foundation Unit moving to Key stage One and not only does it involve the children but also various staff members and parents/carers. It involves time, thought and commitment to ensure that it is a positive experience for all children and can only be a success by Foundation Staff and Year One staff working closely together.We are still in the early stages in our school at introducing new ways of working together as a team to produce a seam-free transition for every child, I think so far so good We are coming to the end of Summer term one and strategies are in place for Summer Term Two including a draft copy of a Transition Policy. Unless the transition is well managed children may become disengaged, learning could be impede and there may be a consequent rise in poor behaviour as children struggle to adapt to a different and more formal approach. (DFES 2004)