Morning, Thursday, 8th November 2018
THIS EVENT IS CPD CERTIFIED
This timely seminar will examine the next steps for early years education, bringing together stakeholders with officials in government and regulation.
Delegates will assess the impact of the re-introduction of a ‘teacher mediated’ baseline test for children in reception, which will be rolled out to all schools by the end of 2020 - examining the possible effect this will have on the future of assessment in early years, particularly its methodology and effectiveness in demonstrating the progress of children in early years education.
The seminar will follow the trials for the new form of assessment and will be an opportunity for delegates to consider the implementation ahead of the full rollout.
The agenda also looks at priorities for reforming the reception year and strengthening the transition to primary education, following Ofsted’s Bold Beginnings report, which looked at the reception curriculum and called for improvements in the teaching of reading, writing and numbers and a wider review of the Early Years Foundation Stage (EYFS) Profile.
As the Secretary of State for Education announces investment in early years education in order to improve social mobility, attendees will consider the impact of the proposed £20 million fund to support training and professional development for early years staff in disadvantaged areas. This follows the statement by the Secretary of State announcing the aim to reduce the number of children finishing the reception year without the required reading and writing skills by 2028 by half.
There will be also an opportunity to discuss the trial of the revised Early Learning Goals, the first stage of Government’s commitment to improve the EYFS profile, as it continues its consultation with the sector. Delegates will also examine the implications of these changes on early years education more widely, including teacher workload, as well as the further changes which may be needed.
Further sessions look at what more can be done to develop and support the early years workforce, in the context of the Education Policy Institute’s publication of The early years workforce: a fragmented picture report, which raised concerns about the lack of highly qualified staff in the sector and an over-reliance on unpaid staff.