In 1990, after a varied career in senior management in primary schools and a growing dissatisfaction with the National Curriculum and SATs, I deliberately dropped off the career ladder and happily found myself running a nursery class in a school in an inner London borough. Lesley Staggs was our Early Years Inspector, and ours was one of a few schools that were offered funding to develop an 'Early Years Unit'. This was several years before the establishment of the Foundation Stage, but, as someone who desperately wanted to safeguard reception children from the vagaries of the National Curriculum, I was very keen to be involved. Setting up and developing the unit was hard and extremely challenging, but without doubt, satisfying and fulfilling. For the first time, I found myself able to provide what I felt to be an appropriate learning environment for both nursery and reception children and to explore and begin to develop effective methods of planning and assessment that were truly appropriate to their needs. What is a Foundation Stage Unit? What it most definitely is not is a means to introduce more formal schooling at an earlier age. Indeed, the aim is to prolong the benefits of good nursery and pre-school experience and ultimately reduce the potential trauma of change and upheaval for young children. There is a variety of possible models for integrating or linking nursery and reception: Nursery School Links closely with reception class(es) in local Primary Schools Expands to include/retain reception age children. Expands to retain reception age children, exists independently but with close links/on campus with Primary School. Children transfer to Primary education at 6+ (I think the previous two have great potential, but they are as yet, as far I know, still a dream!) Nursery Class (in Primary School) Links closely with reception class Integrates with reception class for some parts of day/some shared spaces Combines totally with reception class, in a defined area, with children grouped according to age. Integrates totally with reception class, in a defined area, with children vertically grouped. Small Primary school Reception class expands to include nursery age children, in a defined setting, with a sound foundation curriculum (not '4 year olds in school'!) Larger Primary school (more than 1 form entry) Nursery and reception classes combine/integrate to form 1 large unit/foundation stage setting Nursery and reception classes combine/integrate to form (2 or 3) smaller foundation settings Other Possibilities establishing links with private and voluntary sector I am sure there are other variations out there and I look forward to hearing about them! The Unit I was involved with began as a nursery class with 25 full time places and increased to a total of 90 children- 45 nursery and 45 reception age- integrated totally with each other, in a defined, secured area, within a primary school. Our aim was: To create a play- based, emotionally and physically secure environment where nursery and reception age children would be totally integrated and would not have to experience another move until the start of Y1. I will explore the organisation and development of that particular setting in greater depth in an article to follow. But first I think it is important to take time to explore the benefits and challenges of working in this way. Why do it? We are fortunate enough now to have a curriculum document that goes some way (there's always room for improvement!) to describing the opportunities and experiences that are needed to ensure that young children acquire not only skills and knowledge, but most importantly, dispositions for learning. It provides us with examples of good practice and some explanation of why they are appropriate for children of this age. Most importantly, it reminds us that the Foundation stage is a stage in its own right and not merely a preparation or 'training' for what comes next. It is a legal document that, in many ways, challenges pre-conceived ideas about what young children need in order to learn. For many of us in Early Years Education, it merely expressed most of what we already knew and were working towards. It was a relief, at last, to have it written where others could read it and be bound by it. The reality for many of us, though, is that the Primary sector is still organised from the top-down, and our current climate of results-driven neurosis can impede the practice of even the most experienced and well informed amongst us. The most committed, talented and experienced reception class teacher can still find it difficult to provide what they know to be essential for their children, when they're confined to a small classroom and the traditional timetabling and expectations of a conventional primary school. Let's look at some of the statements from the curriculum guidance for the foundation stage that we probably all take for granted as being sound principles for good practice. The foundation stage begins when children reach the age of three. Many children first attend some form of pre-school or nursery soon after their third birthday. Children may go to a number of settings during the foundation stage, attending part-time or full-time. A few will stay at home until they begin primary school. But many children settling into reception classes have often only just got used to being in a pre-school setting, having had to cope with their first big transition from home. And now they have to contend with a new environment, new people, new toilets and different expectations! Arrangements for settling in [should be] flexible enough to give time for children to become secure. (p.9) But children and parents settling into reception classes often find that they must adhere to a strict routine set by the school that leaves little room for flexibility and the involvement of parents, beyond the first few days. The routines and expectations of the school, together with limited space and staffing, can leave little scope for developing individual settling plans for children and accommodating parents. Children need time to become engrossed, work in depth and complete activities (p.11) …The creative process is not always instant. If children are to have confidence to try innovating ideas, they must be given time to work at their own pace. (p117) But children in reception classes often find that activities are available only once, and are timetabled into a session with no opportunities to revisit, to experiment or refine their approach. It is even less likely then, that they will be allowed the time to observe others engaged in the activity, and approach it only when they feel ready. Children should be able to use available resources to explore at their own pace (p20) …Resources and equipment need to be readily available to children. They need to be wide-ranging to challenge children to make real choices. (p84) But children in reception classes often find that equipment is set out for specific purposes at set times, and that spontaneous use is not encouraged. Lack of storage space in a small classroom, can inhibit the opportunities for a 'resource-based workshop approach'. Stimulating 'topic' materials are stored centrally away from the classroom and are used in strict rotation according to long-term plans. Practitioners need to understand that children learn the same thing in different ways and that progression in their learning happens at different times and different rates. (p.20) But children in reception classes often find that they are grouped by ability, and that whole class teaching and adult directed activities don't allow them space to explore, experiment and initiate their own learning. Practitioners should give particular attention to planning experiences that help children develop autonomy and the disposition to learn. (p28) But children in reception classes are often not encouraged to make autonomous decisions, as all the planning of their work is done for them, in adult directed tasks with defined outcomes. The opportunity to work indoors and outdoors on open-ended, self initiated tasks may be limited to 'free-choice' sessions or when their 'proper work' is done. Young children's learning is not compartmentalised. They learn when they make connections between experiences and ideas that are related to any aspect of their life in the setting, at home and in the community. (p.45) But children in reception classes often have their learning organised for them in half-termly topic plans, that don't allow them to make connections other than those that have been planned for, and often have little connection with their daily life at home in their family. Children respond to practitioners' enthusiasm for planned activities (p.83) But children in reception classes often find that practitioners who are following a tightly structured planning routine are not themselves inspired by an activity and not confident or motivated enough to adapt, develop (or abandon!) it. Where possible, practitioners should allow children to move spontaneously between indoor and outdoor environments. (p 102) But children in reception classes are often limited to use of outdoor space in a timetabled, adult- directed way, or as an extended 'playtime.' Lack of space, funds or staff is often cited as a reason, and priority is not given to addressing this issue as a matter of urgency. Role play gives children the opportunity to make sense of their world. It is sometimes useful to have two scenarios such as the home and the shop, which allows children to make connections in their learning. (p31) But children in reception classes often find that lack of classroom space means that the home corner disappears whenever their teacher has a new idea for a role play scenario. (But they'll still have a tea party in the travel agents or at the bottom of the sea - if they can find where you've hidden the cups and saucers- because it's what they need to do!) These are just a few examples - I could go on! Of course, there are brilliant reception class practitioners who are working their socks off to provide all these experiences for their children and it is true that many head teachers and governing bodies are now more aware of early years issues. Equally, we cannot assume that allnursery practice adheres to the principles outlined above either. Benefits In my experience, however, combining the provision for the two age groups allowed me to ensure that the essential qualities of good nursery practice continued right through until the transition to year 1. As a nursery teacher, I always had children that I knew simply needed more time - I regretted the fact they had to leave us so soon after they had settled and that they simply weren't ready yet for the trials of 'big school'. This wasn't a simple judgement of their abilities; it was much more about their lack of experience with regard to the things that are judged to be important in a school context. And, just as importantly - their emotional readiness for what they might have to deal with next. I never found this to be the case when children moved on from the early years unit - I knew then, that regardless of whether or not they could read the 25 key words, or count backwards from 20 - they at least had enough emotional security to enable them to cope with noisy dinner halls, long assemblies, far away toilets and big, scary playgrounds. Children transferring at a later stage to all the routines and procedures of the national curriculum and school life in general, are so much more likely to have the emotional well-being and confidence to cope with the changes and new experiences. (Better still if these changes could be delayed even further, as experienced elsewhere in Europe and now in Wales!) However, a two-year 'all-through' stage can bring significant gains across the age range, for all children, their families and practitioners. I can provide a long list of benefits that became obvious once we began working in this way. Some we recognised quickly, others became evident over time. The opportunity to rethink provisionThe impetus for developing a foundation stage unit often arises from new build or rebuilding situations. What a wonderful opportunity to rethink the environment, so as to enhance delivery of the Foundation Stage curriculum and to be able to take the perspective of the young child into consideration, rather than the designs of a Victorian municipal architect! But this demands full participation on the part of the practitioners, to ensure that traditional perceptions of teaching spaces can be challenged. This applies equally to the staffing, organisation, routines, and procedures that are going to fill this new space (or in a lot of cases - same old space, with a few walls knocked down!) It is a simple fact that what is deemed appropriate for the teaching of older children (and the delivery of SATs) often directs whole school approaches. Rarely, if ever, are these approaches suitable for the Foundation stage. Now is your chance to state clearly what you need in order to deliver the Foundation Stage curriculum effectively! Reception children benefit from nursery-style environment and higher adult/child ratio Linking nursery and reception areas in an open-plan style frees up space. More space makes it easier to provide a workshop environment, where larger areas can be devoted to, for example, creative, messy or large-scale block play, and means practitioners can provide a wide range of resources, have greater freedom of movement and more space in which to develop activities - and freedom of choice for children is likely to promote the development of positive learning dispositions. Reception age children benefit from the continued provision of a play-based, nursery style environment and the opportunity to progress through the Foundation Stage at their own pace. Furthermore, incorporating them into a smaller 'enclosed' environment within the primary school - for example, one that they need not leave to go to the toilet or dining hall- is beneficial to both their physical and emotional security, and an issue about which parents often express concerns. Although funding for child/adult ratios may differ across areas, legal minimum requirements must be met and at the very least, children will have familiar faces around them for longer. Another bonus is that percentages of support-staff time can be rationalised across nursery and reception, often providing one full time member of staff where previously there might have been a mish-mash of part-time allocation. Reduces number of transitions the young child experiencesObvious, perhaps, but shouldn't be underestimated in its impact. Not only do children experience less stress, there is no interruption to their learning. For many children, the transitions from home to nursery to reception class can be traumatic, even when managed well. Allowing children to remain in the same environment, with familiar adults and routines until the start of year 1 reduces stress and helps build confidence and emotional security. Furthermore, my experience leads me to suggest that they cope better with transitions later on. Sibling groups can be accommodated togetherGrouping across two age groups, inevitably means that siblings a year or so apart will be spending time together. Handled sensitively, this can be of tremendous benefit to both the older and younger child and re-assuring for the parent. Working in a team Reception practitioners have the opportunity to work in a team and to benefit from the expertise of trained nursery nurse and early years staff. Children, too, benefit from the broader range of skills of a team of practitioners. Providing a key worker-style system can provide greater individual support for children and their families and is particularly important in larger settings. Children able to work at experiential level rather than chronological ageThis means that there is no ceiling of development for nursery-age children, who may benefit from playing alongside older and more experienced children. Less experienced children particularly benefit when they reach reception age, as they can continue to engage in developmentally appropriate play, alongside younger children. They can access appropriate resources easily and are allowed the time and space to develop at their own pace. 2 year stage enhances practitioner awareness of children's needsHaving the children for longer strengthens the relationships between practitioners and children and enhances their awareness of children's needs and their formative assessment. It also helps settings to establish stronger relationships with parents and carers and to involve them to a greater extent in assessing their children's learning. It makes filling out the Early Learning profile much easier! Outdoor provisionIncreased space and staffing should allow all children to have constant access to planned and spontaneous outdoor provision. Greater role in whole school policyA combined foundation stage team are likely to have more say in whole school policy decisions than a lone nursery or reception class teacher and be able to bring issues such as outdoor play to the forefront of long term school development plans. Curriculum independence Planning can become more responsive. Separate Foundation Stage guidance gives practitioners some curriculum independence from the national curriculum (and the learning needs of older primary school children) This in turn, enables practitioners to develop 'responsive' planning, (See 'The Foundation Stage Teacher in Action' Margaret Edgington) in which children are allowed time and space to follow their own interests, uninterrupted by other demands, such as playtimes and assemblies that may not best support the particular learning needs of three, four and five year olds. Continuity doesn't mean all key stages have to plan the same way, using the same formats etc. Observation plays a big part in the Foundation stage curriculum. An integrated approach increases the possibilities for focussed, quality observation to take place and with more personnel, particularly nursery nurses who are well trained in the skill of observation. Challenges I think all the above are very sound reasons for the development of Foundation Stage Units. But it is by no means a cheap or easy option. It requires schools to rethink their staffing, organisation, use of environment, their routines and their procedures. Most importantly, it demands strict adherence to sound early years principles. Any initiative that aims to make the learning experience more meaningful for children comes with practical difficulties that have to be addressed. When judging what level or model of integration may be appropriate for their setting, schools must take account of the specific nature of their accommodation, how a unit may affect their funding and the needs of their children, families and the wider community. Challenges will present themselves, particularly where historical routines and traditional perceptions of the reception class and its place in the primary sector prevail. What is vital is that provision in the unit remains rooted in good early years practice, which will ensure the needs of one age group do not impact negatively on the other. The following factors MUST be considered. Size matters A setting should not be too large in number. Where several classes are to be integrated (e.g. in a 2 or 3 form entry school) it is worth considering creating parallel units. Admissions It is essential that admissions and settling procedures are flexible and that practitioners can devote ample time, planning and energies to ensuring that children and their families are supported through the transition from home to school. Involving parents It is vital that settings involve children's families in raising awareness of the foundation stage and the ways that young children learn. Supporting parents is particularly important where the development of a FS unit changes long-standing practice and procedures and parents are used to a more formal approach to reception class teaching. Parents are anxious and often uncertain about their children's early learning experiences and are keen to be kept informed. Winning parents' support for the changes is likely to be more successful in schools where their involvement is already a priority. (A subject I will return to in a later article) Children's needs Meeting the needs of three, four and five year olds is much more demanding than working with just one chronological year group. Practitioners used to working with four and five year olds may need support and training to work effectively with three year olds. Part -time and full time places Balancing the needs of all children can present particular difficulties. It is worth gathering advice from nursery schools who are experienced in dealing with some of these issues. Where children have full-time places, try to be flexible in the speed with which they become full-time. Time and effort spent being sensitive to a child's settling needs can be vital to the development of their emotional well-being and dispositions for learning. You (and they) will reap the benefits as they progress through the school Ratios Foundation stage units have high staffing needs, since the legally required adult: child ratio for nursery classes is 1:13 Staff qualifications and training The quality and experience of unit staff is vitally important, and practitioners continue to need regular training and opportunities for team building once the unit is up and running. Some practitioners can find teamwork difficult initially and need support to see that when working well, they as well as the children will benefit from it! ManagementLeading a multidisciplinary team of teachers, nursery nurses and assistants is demanding and requires skill, experience and a degree of non-contact time. (NB I came to it having had 2 deputy headships and a year spent as acting head - and I still found it incredibly challenging!) Where this is acknowledged and Foundation Stage co-ordinators are represented in senior management teams, then the needs of the Foundation stage are less likely to go unnoticed within a primary school. Routines and procedures Historical school routines and procedures, such as timetabling and planning or assessment formats may need to be challenged and amended. For example, weekly or fortnightly planning cycles (with a high degree of flexibility built into them) are more appropriate for the Foundation Stage than half -termly forecasts. It is not always appropriate for reception-age children to have their concentrated play interrupted by the need for example, to attend assembly or a plenary session. Planning The need to ensure an appropriate balance of adult-led and child-initiated activities and experiences demands rigorous and creative thought on the part of the practitioners. Planning must be responsive and collaborative, emanating from observations of children's needs and interests, a sound understanding of the Foundation Stage curriculum and the involvement of parents. ObservationEfficient methods of observation, tracking and monitoring need to be in place as practitioners may be interacting with more than their 'own' class of children. (I hope to explore observation, planning and assessment in Foundation Stage units in a further article) Communication and support The current top down and results-led approach that prevails in education today can make very unreasonable demands on Foundation Stage practitioners and children. Senior managers, head teachers and governors must, therefore, be made aware of the particular nature of the foundation stage, so that they can support early years practitioners in their commitment to the principles of good practice. KS1 and KS2 colleagues need to be well-informed about the early years curriculum to ensure that Foundation Stage practitioners do not become isolated. And those in the unit too, need to ensure that they do not cut themselves off from the rest of the school. Year 1 StaffThese colleagues in particular need training and support to acquire a sound understanding of the principles of the foundation stage so that they become better equipped to understand the needs of the children transferring to their class and to make them aware of how best to capitalise on their children's learning. Working with the private and voluntary sector This is increasingly becoming the norm in areas where there has been no maintained nursery provision. While there is great scope for development, it would be naïve to imagine that it does not throw up many challenges for both parties. Conclusion So I hope the message here is that it's not easy developing a foundation stage setting - but it is worth it. However, I don't believe it should be undertaken without a lot of careful thought and planning. We need to ensure that organisational innovations do not take place at the expense of children's needs and entitlements. There are many unique aspects to nursery education, and it is only by building on the good practice that already exists in pre-school and nursery settings, and by extending and developing this to include reception-age children, that we can hope to develop Foundation Stage settings that provide the best possible start to education. Some of the material in this article was previously published in Nursery World, 3 October 2002, in an article entitled All About ...Foundation Stage Units
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