Interview: Sue Ellis, director, Early Years Foundation Stage: New start for early years
Tuesday, March 3, 2009
The "nappy curriculum" is barely out of nappies itself, and there is already a new national director in town, finds Ross Watson.
The Early Years Foundation Stage (EYFS) came to fruition last September under the directorship of Ruth Pimental. She recently stepped down to pursue other interests and called for her replacement to be an expert in early years, not government policy. After 30 years of teaching, inspecting and advising early years settings, Sue Ellis fits the bill.
Ellis is a month into her new role as national director for early years at government improvement agency National Strategies. That makes her responsible for leading on the delivery of the six-month-old EYFS. "We need a period of continuity and stability," says Ellis. "I want practitioners to feel reassured that EYFS will support them in improving quality."
National Strategies is still sore from the media battering the EYFS received before it was put in place. Hence why Ellis's press aide stays throughout the interview to fend off any criticisms. But after six months of practice, Ellis says the feedback is positive. "Practitioners tell us that they really welcome the EYFS. It has been helpful in providing a common language for everyone. They like the fact that it is based on the principles of sound improvement for the early years sector," she says.
Improvement is Ellis's watchword. She is a fierce advocate of the new framework but knows what areas need more. "My main focus will be on the most vulnerable children because that is where we have the most to do," she says. She believes the key to narrowing the deprivation gap is early language development: "The size of a child's vocabulary at five is one of the best indicators of later success." The comment comes as no surprise given Ellis's last role was leading the government's communication campaign, Every Child a Talker.
Biggest challenges
She claims her biggest challenge will be "getting out and talking to practitioners", closely followed by dealing with sceptical journalists. When asked for an opinion on the complex procedure for opting out of the EYFS, Ellis is reluctant to comment. "Exemptions are being handled through the Qualifications and Curriculum Authority," she states.
And what about Steiner schools? Their curriculum cannot accommodate the literacy and numeracy goals set out in the EYFS. More forthcoming, Ellis offers a way round: "We're working closely with representatives from Steiner to demonstrate to practitioners how the EYFS supports their principles." If all goes to plan, some guidance for Steiner schools could be ready by the summer.
As time goes by, Ellis believes good practice will clarify many other misunderstandings. In particular, fears over continual self-assessment and observation. "Practitioners need to know their children well," she says. "They need to know what interests and inspires them. That doesn't take a lot of paperwork."
Another common misunderstanding is acknowledging that under the EYFS education and care are one and the same. Ellis says those who are still arguing the toss "are not looking at the whole child and what their experiences are, which is very unhelpful".
But halfway through the first year, Ellis says there are already plenty of good-news stories coming out of the EYFS. "We have lots of examples of really good practice about how to adopt a sensible and manageable approach to documenting children's learning and, more critically, planning the next steps," she says.
Despite conceding that she is currently trying to get through her new role "one day at a time", she is clearly a forward-thinker with a passion for her subject. Like everyone in the sector she wants to see a more professional workforce in terms of pay and status. And Ellis firmly believes we have a minister committed to early years, and an unprecedented amount of resources and opportunities for training. Most importantly, she says, we have a responsibility, "to seize the moment and make the most of those opportunities".
SUE ELLIS - IN HER OWN WORDS
Taking the job: "I thought it was a once in a lifetime opportunity. I do think we can really make a difference to improving outcomes for children in the early years."
Improving outcomes for disadvantaged children: "The main way we can narrow the gap is children's early language development. Children in affluent homes will hear 30 million more words than those in disadvantaged areas."
The year ahead: "In the coming year, we will also be looking at support for childminders and how you implement the Early Years Foundation Stage in your own home, in a way that makes sense."