The Foundation Stage begins when children reach the age of three, but their early experience of childcare provision can be very different. Some may be joining an early years setting for the first time; others may be moving from another early years provider, while others may be continuing in the same setting. So how do practitioners help children and their families 'settle in' to the Foundation Stage?
There are two main strands to this process: settling in to the setting, and settling in to the Foundation Stage curriculum. Continuity is the key to both and the 'Principles for early years education' (Curriculum Guidance for the Foundation Stage, p11) should inform both.
Settling in
Settling in will be particularly important for children new to the setting.
Most parents and carers when asked what they want for their children during any transition will put the child's happiness above all else.
The management of change also requires that we recognise change as a process rather than an event; that children and their families need time to get to know people, to trust the staff, to feel relaxed.
We can begin that process positively by ensuring that families feel respected and listened to as soon as they walk through the door. Such an approach will also ensure that the children can immediately begin to make progress towards the early learning goals for self-confidence and self-esteem (Curriculum Guidance for the Foundation Stage, p34-5).
Many settings use home visits as a way of getting to know children and their families before their children start attending. Some settings may be unable to staff such visits or feel they are inappropriate, but these visits do have advantages:
* parents are more relaxed about talking about their children within their own home
* practitioners can see the child in familiar surroundings
* visits give a clear message that the setting values parents' contribution
* families already recognise some of the staff when they enter the setting.
Whether or not a visit has taken place, it is important that families are met by a friendly face when they enter the setting.
Parents' contribution
For parents whose child has never been left away from home before, this can be a daunting occasion, particularly if they are the first child. Such parents will need the opportunity to ask questions and air their anxieties.
If there are large numbers of new children starting at the same time, as there often are in September, parents and children need to join in smaller groups. Such an approach makes it easier for parents to get to know their child's keyworker and other parents.
Parents whose children have attended another setting may be equally anxious about their child's progress and development. Settings should, therefore, try to establish good relationships with other local providers and arrange for keyworkers to visit the children while still in their old setting.
The child's keyworker is crucial in helping parents understand that their contribution to their child's care and education is still valuable. Parents need space to talk about their child's interests and achievements to date as well as any concerns. They also need to see that their opinions will feed into the child's profile.
Parents whose child is joining from another setting will need to be given the opportunity to share any records or profiles from the previous setting.
All parents should see that the new setting values what the child has done already and that the new staff will build upon what has gone before - that there will be continuity for themselves and their child.
Some children will settle in very quickly, others may take longer and experience severe separation anxiety. The needs of the child should dictate the pace of their induction.
Providing continuity in the curriculum should be possible if practitioners bear in mind that Curriculum Guidance for the Foundation Stage is guidance, and not a curriculum in itself.
If the principles for early years education are reflected in all planning, provision and assessment, all children, whatever their stage of development, will be able to access appropriate and stimulating learning experiences.
The Birth to Three Matters framework shares a commitment to these principles of children as active, competent learners and the importance of inclusive practice and working with parents.
Most important to remember is that observation of the child is the most effective underpinning for all provision. The most stimulating Foundation Stage curriculum is found in settings where staff document the children's learning and follow their interests to consolidate and extend it - children are rarely interested in worksheets when given a choice. NW Helen Moylett is Foundation Stage director in the DfES central region, one of a team of 12 regional directors headed by Lesley Staggs
Ten key questions
Use the following questions as starting points to assess the quality of your provision:
* As a staff have you reflected upon the 'Principles for early years education' in the Curriculum Guidance for the Foundation Stage (p11)? Do they underpin provision?
* Does your admissions procedure help all children and families to feel included in the setting?
* Have you thought about home visiting and/or visiting the settings from which you receive children?
* Do you ask for and value documentation from home and from other settings, including childminders?
* Is there always someone to greet visitors?
* Are you sensitive to the needs of children and families learning English as an additional language?
* Are important documents available on tape for those who find written material hard to access?
* Do parents and carers understand how you use the Curriculum Guidance for the Foundation Stage (and Birth to Three Matters framework if appropriate)?
* Is observation of what children can do used in assessment and to inform future planning?
* Are you sparing in your use of tickboxes to record children's achievement?
Reference
Curriculum Guidance for the Foundation Stage, QCA (2000). All funded settings attended by children aged from three through to the end of the reception year should be using this guidance and assessing children's progress in learning and development against the stepping stones and early learning goals
Case study: Sam
Before entering the Foundation Stage, children and keyworkers at Tamworth Early Years Centre spend time getting to know each other.
Sam, who has special educational needs, is now three and will soon be moving to the Explorers room for three- and four-year-olds. He already knows it quite well as he has made regular visits there during his time at the centre and all children share the outdoor area.
During the past few weeks he has got to know Jo, who will be his group leader/keyworker in Explorers. He has joined her group for periods of time, while she has observed him in his current room.
Jo has talked through his profile with Julie - his present keyworker and foster carer.
Every child has a profile, which:
* records a child's progress according to the four aspects underpinning the Birth to Three Matters framework: a strong child, a skilful communicator, a competent learner and a healthy child
* contains photographs of significant moments, examples of mark-making and drawing, and records of the child's verbal and non-verbal communication, and is annotated by staff so that parents and other adults can understand why the recorded moment is significant and what might be appropriate next steps for that child.
Jo and Julie have also looked at the Foundation Stage guidance and the links made on the Birth to Three Matters CD-Rom to help establish where Sam is in the Foundation Stage Stepping Stones.
Jo has been involved in reviewing his IEP (individual education plan) with the centre Senco and other professionals. She has started a new profile for him and Sam has already chosen a picture of himself for the first page.
Sam has a happy first day at nursery and goes on to settle in the setting very well.