NW: So you're working on some new related materials to the EYFS. When will they come out?
BH: We've got people working on that now, representing the document that was consulted on, thinking about different formats. I think we won't be ready on those for some time because there's quite a bit of development...
but we'll want to get them out in time for local authorities to think about training materials.
NW: So, you're going to expect local authorities to come up with training next spring?
BH: Yes.
NW: How will you know they are going to be able to provide high quality training?
BH: There's a lot of work going on that Ruth's involved in - through the Foundation Stage regional advisers working with local authorities, talking to them about what their plans are... making sure the initial training, as well as what the workforce development council (CWDC) is thinking about in terms of the Early Years Professional... all of that is based on and reflects the EYFS. But you're absolutely right, the quality of the training and the extent to which that's disseminated is absolutely crucial.
NW: And that there's enough money as well?
BH: I think there is enough money. All the local authorities have got significant increases in the general Sure Start grant and they've always used a significant element of that for the training right across the board - childminders and other providers. What they've got to do now, is make sure that is geared towards the EYFS and building the training around it so people are really up to speed.
NW: Will there be separate training for childminders?
BH: I've been really impressed talking to childminders and local authorities at how much training many local authorities are providing for childminders. I think they'll be building in to their training programmes elements of the EYFS to make sure they can help childminders to adapt the principles and spirit of the EYFS.
It's conversations with childminders that led us to think there ought to be a CD-Rom... because they tell us they find it easy to access material in that form.
RP: Many local authorities made a big commitment to Birth to Three Matters and have done significant training with childminders... So, a very strong message for local authorities that this is moving on and evolving... It's not as if Birth to Three Matters training is redundant, what we've got is something which moves on to the EYFS.
NW: The document says you're going to be introducing some quality assurance schemes to evaluate commercial phonics training. Can you tell us more?
BH: I can't yet because that's still in consideration. But the idea is, that as companies develop programmes designed to help people deliver that part of the EYFS, there should be some way of potential purchasers of those programmes having some independent assurance that that particular programme is meeting certain minimum standards.
NW: And have you strengthened the guidance on outdoor play?
BH: What we're going to do, is allow for what we expect to be the exceptional circumstances in which, probably a childminder doesn't have dedicated outdoor space... In exceptional circumstances we're saying there shouldn't be an absolute impediment to a person providing that service but... they will have to make sure they can demonstrate they can give children a very significant element of outdoor play.
NW: There does seem to be an emphasis on welfare and Every Child Matters in the document, but there doesn't seem to be much about education...?
BH: The response document is not rehearsing the whole of the EYFS - it's responding to particular points people have made... so it doesn't reflect the whole of the flavour of the EYFS at all. I think even within that...
enjoying and achieving is one of the key five outcomes, so it's at the heart of Every Child Matters. I mean the whole thing we're trying to achieve with the EYFS is to make sure good quality early years education is integrated for every child with good standards of care whatever setting they're in... the two go together.
NW: ...There's going to be a new literacy and maths framework and then you've got the new EYFS framework. I know the idea is that they are compatible and people can refer between the two, but some people might wonder why there isn't just one seamless document?
RP: We're talking about two intersecting circles. What we're trying to describe is for those practitioners working in schools - particularly Year 1 teachers - they need to understand where those children are coming from and where they need to go to in terms of planning... for the literacy and mathematics being revised into the new Primary framework.
What we've done, is made sure practitioners are clear that what we would be expecting from those children in reception is completely in line with the EYFS... because it is clarifying for practitioners how those two intersecting circles come together for children in reception... Because if you're a Year 1 teacher and you still have children that may be working in the Foundation Stage, then that can help you look back and be able to see how that links in. I think we are going to help some of those issues that have been highlighted around transition.