The report also looked at transition from the Foundation Stage to Key Stage 1 and found that two-thirds of schools had good induction arrangements and that these were 'at least satisfactory in almost all schools visited'.
It added, 'Schools' arrangements for induction are improving, with many schools involving parents and pre-school providers. Training has raised teachers' awareness of the importance of effective transition from Year R (Reception) to Year 1 and this in turn has led to improvements in provision for Year 1 pupils in many schools.'
Gail Bedford, head of Mount Pleasant Primary School in Dudley, West Midlands, who led a national group of practitioners in examining the transition from reception to Key Stage 1 and is working on a guide to be published by the DfES, said, 'It is good to see that identified good practice has spread and is now providing children with a good experience on transition from Foundation Stage to Year 1. However, there is still evidence that the good transition experience is not yet the experience for all five-year-olds.'
She added that in some settings there was pressure to deliver a curriculum 'heavy on content and not skills-based' and that Year 1 teachers should 'not be expected to only provide teacher assessments to support progress with the literacy and numeracy agenda'.
Professor Tina Bruce of the University of Roehampton agreed that there was a tendency to introduce things 'too formal, too soon'. She added, 'Children shouldn't have to fit schools; schools should fit children.'
Primary National Strategy: an evaluation of its impact in primary schools 2004/05 is available at www.ofsted.gov.uk.