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Why bother with a smooth transition between the Early Years Foundation Stage and KS1

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Why bother with a smooth transition between the Early Years ... There aint no sand. and the work's too ard. Year 1 boy, Mount Pleasant School, Dudley ... – PowerPoint PPT presentation

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Title: Why bother with a smooth transition between the Early Years Foundation Stage and KS1


1
Why bother with a smooth transition between the
Early Years Foundation Stage and KS1? EYAT 2008
2
To learn anything effectively you have to see
it hear it and feel it. Stockwell, 2004
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Practitioners have argued that transition can be
a particularly complicated time for parents,
children and their teachers. It could also delay
childrens learning if a school is not managing
the transition appropriately. DfES, 2004
7
2 out of 5 students fail to make progress during
the year immediately following a change of
schools. DfES 1999
8
Unless the transition is well managed children
may become disengaged, learning could be impeded
and there may be a consequent rise in poor
behaviour as children struggle to adapt to a
different and more formal approach. DfES 2004
9
We know that transition from one stage to another
presents challenges for teachers. That is why we
have worked from the beginning to try and ensure
continuity between the Foundation Stage and Key
Stage 1 programmes of study. DfES Excellence and
Enjoyment 2003
10
The Foundation Stage is a flexible curriculum
based on areas of learning. Key Stage 1 is a
subject-based curriculum with prescribed
programmes of study. The style of teaching and
learning also generally changes, with children
moving from a play based pedagogy to a much more
formal teaching style. Cathy Ashton, 2002
11
The Early Years Foundation Stage principles
  • active
  • play
  • integrated
  • independent and exploratory
  • outside
  • gender
  • flexibility
  • time
  • balance
  • observation

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To suggest there is insufficient time for play
intimates that play is something extra - it is
not. Play is the key process whereby children
will gain their knowledge and understanding of
science, history and any other National
Curriculum subjects. Julie Fisher 2004
21
Everything we know tells us that a bottom up
model where the best of Foundation Stage practice
is extended into Year 1 is more likely to be
successful than over preparation of children in a
top down model which puts inappropriate
pressure on children in Reception. Ros Bayley
and Sally Featherstone, Smooth Transitions 2003
22
thinking about practice in the early years and
Key Stage 1 has finally become connected. TES
2004
23
There aint no sand and the works too
ard. Year 1 boy, Mount Pleasant School, Dudley
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where children have not attained the Early
Learning Goals by the end of the Reception years,
Year 1 teachers should ensure gradual and smooth
transition from the foundation ethos to the more
structures, teacher-directed ethos of Key Stage
1. Lesley Staggs, 2004
25
Key Elements for a smooth transition from EYFS to
Yr 1 Children should SEE Similar areas of
provision e.g. role-play, construction,
sand/water, writing materials Well organised and
accessible resources Staff working
together Children should EXPERIENCE A similar
environment Learning through first hand
experiences Being able to learn outside
26
Opportunities to work at length and depth
  • Make links in their learning
  • Use all their senses
  • Well organised and labelled resources available
    for them to choose themselves
  • Opportunities to initiate and follow through own
    interests
  • Adult led activities

27
Children should ENCOUNTER Their friends Some of
the same practitioners Parents and carers
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Using the data from the Foundation Stage Profile
results to support practice in Yr 1 A good level
of achievement is when children achieve 6 or more
points across all six areas of learning Scale
score of 8 indicates completion of the ELG 9
indicates working beyond the ELG
29
Using the data to
  • Identify strengths and areas for development in
    the EYFS
  • Make the provision and curriculum in Yr 1
    responsive to childrens needs
  • Make comparisons of achievement for different
    groups e.g. by gender, ethnicity, English as an
    Additional Language

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  • Look at a childs individual profile results and
    consider which areas are their strengths.
  • How can these be used and built on to support
    areas that need developing?
  • What are the childs interests? Provide learning
    opportunities using these.

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  • Transition should be regarded as a process not an
    event
  • Maintain childrens friendship groups into Year 1
  • Try to move up staff to the next phase with the
    children

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Policy suggestions include
  • Where possible, leaders should provide time to
    enable teachers to meet and discuss how to meet
    individual childrens needs

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  • Plan for continuity and progression through the
    use of on-going records, familiar routines,
    themes, activities and resources
  • Reduce time sitting and listening in Year 1 and
    increase active, independent learning and
    learning through play

34
  • Ensure that parents are well informed about the
    move and enable them to visit the new classroom
    with their children

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  • Communication about transition between teachers,
    parents and children should start before the move
    to Year1 and continue into the beginning of Year 1

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  • Consider the needs of younger/ less mature
    children, children with SEN or EAL and provide
    for their needs and extra support

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  • Less sitting time where children have to listen
    to the teacher in Year 1
  • Alternative ways of recording evidence apart from
    writing at the beginning of Year 1

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Key Questions
  • Does the school have a policy to support a smooth
    transition from Yr R to Yr 1
  • How is the FSP data used to impact both practice
    and provision in EYFS and Yr 1?
  • How are the childrens strengths and interests
    used to support progress in Yr 1?

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Our vision is for children to progress through
the Early Years Foundation Stage into Key Stage 1
and beyond without noticing a difference in the
learning experiences and challenges in which they
are encouraged to participate.
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We have the responsibility to provide this
seamless learning. Richard Ray, PDS Newham 2004
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