Foundation Phase/Stage

Introduced in September 2008, the Foundation Phase in Wales is an approach to learning for children aged 3 – 7 years, which combines the previous documentation from Early Years education and Key Stage One. England has its own equivalent of the Foundation Phase named the Foundation Stage or EYFS (Early Years Foundation Stage).

It is based on a statutory framework that includes seven areas of learning which places a great deal of emphasis on ‘learning through play’. It aims to build on a child’s existing skills and knowledge and incorporates the developmental needs of children. (Framework for Children’s Learning for 3 to 7 year-olds in Wales, 2008)

The seven areas of learning consider all aspects of a child’s development including social, physical and academic. The National Minimum Standards for Regulated Child Care in Wales states; "The principles of the Foundation Phase and its seven areas of learning are understood and applied in a way appropriate to the age, abilities and stage of development of children in their care and the nature of the provision." (National Minimum Standards for Regulated Child Care in Wales, 2012)

A survey conducted by Ofsted (Office for Standards in Education) and published in February 2011 evaluated the impact of the Early Years Foundation Stage, in which, stating EYFS has made “a good start” (The Impact of the Early Years Foundation Stage, 2011).

Focusing mainly on two specific areas of learning involved in the Foundation Phase/Stage, personal, social and emotional development and communication, language and literacy, the team conducting the survey visited 68 different types of early years providers, including schools and childminders, gathered information from more than 54,000 inspections carried out since EYFS was introduced and included the opinions of 140 parents.

The survey found that before the introduction of EYFS, drawing on data from previous inspections, 59% of early years providers were deemed to be outstanding or good at the end of August 2008. Since EYFS had been implemented, that figure had risen to 68% at the end of August 2010.

Another outcome of the report was in certain areas that seemed underdeveloped compared to some others, it appeared to be due to a child’s welfare or interests taking priority above their learning. This may not be what the main aim of the Foundation Phase/Stage (The Impact of the Early Years Foundation Stage, 2011).

After reading key findings and areas of improvement suggested by Ofsted, it seems that the Foundation Phase/Stage in the UK has hugely improved our Early Years provisions. The results had risen by nearly 10% in just two years. The basis is to develop knowledge and skills through play, to learn through play. Having had to stick to a rigid National Curriculum for so many years, there are bound to be ‘teething problems’.

As it stands, the Foundation Phase/Stage is still in its own version of early years provision, as it is only five years since it was implemented. It will constantly progress, becoming better and more developed, just as the children that pass through it.

494 Words