‘It's the bread and butter of our practice’: experiencing the Early Years Foundation Stage

Abstract

This article presents the experiences of nursery and primary head teachers (n=12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families funded project entitled Practitioners' Experiences of the EYFS. To reflect a breadth of experience, interviews were conducted in six geographical regions in England. The results suggest that the EYFS served to validate the existing child-led early years approach adopted by most schools. Nonetheless, a pedagogic tension was noted in reception classes between the child-led play based EYFS approach and the knowledge-led National Curriculum. Additionally, a perceived lack of consistency was noted in the quality provided within and between the PVI (private, voluntary and independent) sector and maintained sector staff. Despite these shortcomings, several primary head teachers are extending the principles of the EYFS into Key Stage One.

Keywords:

• implementing policy
• transition
• pedagogical discontinuities
• staff qualifications
• Early Years Foundation Stage and National Curriculum

Acknowledgements

This research was funded by the DCSF (Research Report DFE-RR029). London University, Institute of Education, colleagues who worked on the original wider study included Dr Liz Brooker (Principal Investigator), Dr Sue Rogers (Researcher), Dr Elaine Hallet (Researcher) and Daisy Ellis (Administrator).