Three views on EYFS reforms

From this month, changes to the early years foundation stage (EYFS) framework come into effect that could have significant implications for how childcare providers operate as the sector gears up for the expansion of the funded entitlements from April.

The changes to the framework – statutory guidance that sets out “the standards that school and childcare providers must meet for the learning, development and care of children from birth to five” – were announced last October following a Department for Education consultation.

In response to concerns raised by the sector, the government dropped proposals to reduce the percentage of Level 2-qualified staff within a nursery from the current 50 per cent minimum to 30-40 per cent. However, several controversial measures will go ahead despite the sector raising concerns about them during the consultation (see expert views).

Noteworthy changes include introducing a separate EYFS framework for childminders. The current framework is largely geared towards group-based settings, and it is hoped that specific guidance for childminding will encourage more people to take up the role which could be crucial for creating more places when the funded entitlement is extended to children aged nine months old.

The requirement for Level 3 practitioners to hold a Level 2 maths qualification when considering staff-to-child ratios has been removed. The change has been welcomed by some for removing a barrier to recruitment but others have warned it could also lower standards.

Requirements for settings to support the language development of children whose first language is not English have also been watered down, raising concerns across the sector.

Changes undermine inclusivity: Sarah Ronan, director, Early Education and Childcare Coalition

It’s good that the DfE is looking to recognise the nuance and difference between group settings and childminders, but we’ll be watching closely to ensure that two separate frameworks doesn’t lead to a two-tier approach to quality.

We’re concerned about the impact of the EAL (English as an additional language) changes and removing the requirement for settings to support children to develop and use their home language. Developing a second language, such as English, is made more possible when a child has a good foundation in their home language to start with. This change also undermines inclusion and equality at the very start of a child’s educational journey. We know that many parents of children whose second language is English often worry that their child will feel lost or isolated in settings - removing this requirement will do nothing to reassure them and, frankly, it feels hostile.

The point of these changes is apparently to make it easier for providers to recruit, but there’s a real chance that they’ll backfire and do the opposite by undermining the professional status of the sector.

Childminder training concerns: Jane Harris, chief executive, Speech and Language UK

The government’s own data shows that one in five children are not reaching their expected levels in communication and language by the age of five. Any changes to early education should be seeking to reduce this number, but instead they put children’s speech and language development at greater risk.

Watering down the training requirements for childminders will also hold back children’s development, particularly in areas of disadvantage. These children are already more likely than others to have a speech and language challenge and this change will compound their disadvantage. Reducing the requirement to support home language development may help recruitment in the short term but will mean the workforce is less able to support children’s learning.

The government deserves credit for reversing its proposal to reduce the number of Level 2 practitioners and the number of qualified staff required outside of peak hours. But this is a small positive. Overall, these proposals will reduce children’s life chances for many years to come.

Erosion of maths skills: Neil Leitch, chief executive, Early Years Alliance

We recognise a vital need to both help the sector prepare for the early years expansion and address long-standing sector challenges, such as staffing. However, the government must be wary of any unintended – and damaging – consequences that several EYFS changes may prompt.

While the removal of the Level 2 maths qualification requirement for Level 3 educators may encourage more to join the sector, without further support to ensure that all educators have the necessary skills to support early maths learning, this change risks reducing quality at a time when early numeracy has never been more important. In addition, there is a danger that the decision to apply this requirement to managerial roles may act as a barrier for those wanting to progress to manager positions. It’s clear that the practical support on upskilling and wider professional development must run parallel to these changes.

While we recognise the challenges that these changes are intended to tackle, the needs of the child, and the importance of ensuring a consistently high quality of early years provision across all settings, must remain a priority.