Completing my training in 2005 as an early years practitioner, i graduated using the early learning goals as my bible, pips and benchmarking assessment as my judgement guide. I was fluent in their use and full to the brim with the latest government initiatives, ready to take on the world of early years teaching. My eyes were however quickly opened to the world of teaching, I branched out and began to teach across the age phases (like a fish out of water – totaly out of my ‘early years comfort zone), from Nursery through to year 6. My experience broad in various schools (doing supply) while applying for a permanent job. It was here that my eyes were opened to the fast pace at which advances are made. I became instantaneously accustomed to the many changes to national documentation and government initiatives; from the implementation of the national literacy and numeracy documents back to the newly dubbed ‘Mathematics and Literacy Primary Fameworks’, from a QCA or curriculum based education to the new skills curriculum focus.

I think joining the profession within a time of change, made me adapt swiftly to the implementation of gross change, meaning I have found it easier to look for the positive and rapidly become fluent and confident in using such documents to plan, resource and develop my setting.

This brings me back to the recent introduction of the EYFS. Although another large change to the early years setting. The EYFS is less structured than its predecessor, it lists by age the expected levels of attainment for a child, but allows much more freedom in how these objectives are approached or provided for in the setting. The document is a much more useable document to use, allowing you the opportunity to provide for stage not age; meaning that a chid can develop naturally within the setting, making it easier to create a tailored education and learning environment for ‘your’ children.

The document is effective when linking into a creative curriculum, it has more emphasis on the children taking part and taking control of their learning, giving the teacher space to provide a child initiated curriculum, building on their likes, interests and hobbies. The easy breakdown within the six areas of learning are easy to navigate and link well with the National framework breakdowns, it is clearly layed out and easy to navigate by all professionals, with the introduction of various statements and objectives which are essential but which previous weren’t outlined.

The children within my setting are responding well to the education planned for, the learning opportunities available and the tailored curriculum to their needs, entering at a level exceedingly below the national average, they are making relevant progress and are enjoying their learning. They take control of the curriculum, supported by our team to guide and provide the many ‘extra’ learning opportunities to extend learning possible. We have clear assessments of their stage in relation to their age and can provide effectively for this, linking in strenghts and weaknesses across the six areas. We have seen significant positive progress made within such a short time while working alongside the document and i am sure will continue to do so. It just makes me wonder, how many people are using the document effectively within their settings and what affects they too are witnessing.

Are the doubting population of profesionals still questioning its relevance ??