Early Years Foundation Stage Up-date |
| The Early Years Foundation Stage (EYFS) is a central part of the government’s 10-year childcare strategy Choice for Parents, The Best Start for Children and the Childcare Act 2006. The EYFS replaces the Curriculum Guidance for the Foundation Stage, Birth to Three Matters and the National Standards for Under 8s Daycare and Childminding and becomes statutory from September 2008 for all schools and early years providers.
The Statutory Framework for the Early Years Foundation Stage – Setting the Standards for Learning, Development and Care for Children from Birth to Five is essential reading for all ‘providers’ – managers, school governors and nursery directors – who are legally responsible for ensuring that their provision meets the learning and development requirements and complies with the welfare regulations of the EYFS. The up-dated May version of the Early Years Foundation Stage (EYFS) pack provides clarification on areas in the Statutory Framework and Practice Guidance documents where feedback from local authorities, schools and other early-years providers has indicated this would be helpful. The legal requirements have not changed. Updated packs with recent amendments are now available from: www.teachernet.gov.uk/publicationsWhat is statutory? While the EYFS builds on previous requirements for the early year’s curriculum and standards, it is important to recognise that there are new and additional requirements in The Early Years Foundation Stage Statutory Framework which all providers, including schools must take note of. - ❖ Section 1 - of the statutory guidance outlines the legal context of the EYFS in detail.
- ❖ Section 2 - sets out the learning and development requirements that all early years providers must by law deliver, regardless of type, size or funding of the setting. The Childcare Act 2006 provides for the EYFS learning and development requirements to include three elements:
- the early learning goals – the knowledge, skills and understanding that young children should have acquired by the end of the academic year in which they reach the age of five,
- the educational programmes – the matters, skills and processes which are required to be taught to young children;
- the assessment arrangements – the arrangements for assessing young children to ascertain their achievements.
- ❖ Section 3 - of the guidance sets out the detailed welfare requirements that all early years providers must meet in the following areas:
- safeguarding and promoting children’s welfare
- suitable premises, environment and equipment
- organisation
- documentation.
Each area includes the specific legal requirements and the statutory guidance to which providers should have regard. Governor/s & Head teachers should make sure they are aware of the legal requirements around staffing arrangements within school. They should consider at all times whether staffing levels meet the needs of all children present. Schools taking children under the age of three years are required to register on the early years register. Those schools registered for under three’s on the old childcare register have been automatically transferred over to the new childcare register for children aged birth to three. For the purpose of the EYFS, a nursery class is any class within a school comprising children who have their fourth birthday during the school year, and any other children with whom it is appropriate to educate them. The EYFS legislative criteria states that children attending a maintained school over the age of three MUST be led by a school teacher.
For further information or advice please contact:
Gillian Pink – EY Regulation & Quality Officer, Children’s Services – Tel: 537501
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Community Cohesion for Governors |
Globalisation and increasing diversity mean children and young people today are more likely, over the course of their lifetimes, to come into contact with; be educated, and work with individuals from a different race, culture, faith or socio-economic background. If we want a cohesive and successful society then it is important that we help children understand and appreciate diversity, so that every child can succeed and fulfil their potential and become responsible, active citizens in the future. The introduction of the statutory duty on schools to promote community cohesion from September 2007 recognises the good work that many schools are already doing to encourage community cohesion, and aims to achieve a situation whereby all children understand others, value diversity, have a sense of shared values and have real and positive relationships with people from different backgrounds. Governors are responsible for meeting the duty, and should work with the head teacher to ensure the school is complying with the duty. Governors have a key role in supporting the school to improve its effectiveness in promoting community cohesion, particularly through their knowledge of the local community and partners. Ofsted plan to inspect the community cohesion duty from September 2008. Ofsted has worked closely with the Department for Children, Schools and Families (DCSF) and other stakeholders to develop inspection guidance. This is available from www.ofsted.gov.uk . To support schools the DCSF has:
- An online resource pack to provide schools with practical advice, support and examples of good practice, including a section for Governors. www.teachernet.gov.uk/wholeschool/Communitycohesion/communitycohesionresourcepack/
Governors can use this resource pack to help their school review their current work in relation to promoting community cohesion and take action to consider what more could be done to improve their practice and provision to ensure it is effective.
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Support for schools in promoting Community Cohesion |
From September 2007, there has been a new duty on all maintained schools in England to promote community cohesion, and from September 2008 Ofsted will be reporting on the contribution made by all schools. To support schools, the Institute of Community Cohesion have produced an information pack of useful links. This is available on their website by following the link below. The DCSF guidance for schools on the new duty is available to download or order from the Online Publications for Schools website ( DCSF-00598-2007). Understanding Community CohesionVisit the Institute of Community Cohesion website |
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Have you heard of The Early Intervention Service (EIS)? |
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The EIS is part of the Island’s preventative strategy to discourage young people (between 8 and 18 yrs) from getting involved in offending or anti-social behaviour. It seeks to contribute to the Isle of Wight Children and Young People’s Plan by helping those at risk of such behaviour to improve their well-being and achievement.
Referral of a young person (YP) can be by anybody, but must be with their consent and that of their carers. A panel of professionals, from agencies concerned with young people, meets to consider each application. If approved an EIS case-worker is assigned to the YP and an action plan is agreed; the intervention can last for up to six months.
The EIS on the Island was recognised on 2007 as a national model of best practice in its field. It can be reached on tel: 821000 ext 2180.
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Major Review into Strengthening School Governance Is launched by Jim Knight |
A major review to strengthen school governing bodies and make them more effective is launched today by Schools Minister Jim Knight. The review, announced by the Secretary of State Ed Balls in the Children’s Plan last December, will develop firm proposals to give every school a highly skilled, smaller and better trained governing body to deliver the best service they can for the children and parents in their communities. Mr Knight will chair a working group to advise ministers on equipping governing bodies to give schools clear, strategic direction and ethos; listen to parents and local communities; and be at the heart of turning around underperforming schools. It will report by the autumn. It will build on the very best work of England’s 22,700 maintained school governing bodies and advise ministers on how this can be mirrored in all areas. The group will also make recommendations on how governing bodies can support the wider vision for schools set out in the Children’s Plan - with extended facilities for young people and adults and linking up with neighbouring schools, other children’s services and outside organisations, including colleges, employers and health and social services. Secretary of State for Children, Schools and Families Ed Balls said: “Governing bodies are the largest volunteer group in the country and have a proud tradition of serving their communities. No one can doubt their long-term commitment to improving the lives of children and I value having people prepared to invest their time and experience in our schools. “But we know that some schools have difficulty recruiting governors with the necessary skills and that, in some cases, governing bodies are not able to provide the right balance of challenge and drive. “We want to raise the profile of school governors, attract talented and skilled people into this vital role, and provide them with the best support. I want every school to be governed with a strong focus on driving up standards and securing the best outcomes for every child. “We need all governing bodies to lead the work of school improvement. Strong governors are central to turning around underperforming schools and will be key to raising standards in our 638 National Challenge schools, where less than 30% get five A* to C GCSEs, including English and maths.” To read the rest of the article please click here. |
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A Guide to the Law for School Governors CD-Rom – updated version launched |
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This updated version is current from 1 September 2007. It also again includes videos from Teachers TV. The two programmes on this edition give information on the new Admissions Code and Extended Services.
As per previous distributions, 15 copies will be sent to every Maintained School addressed to the Chair of Governors. Further copies will be available for order from Prolog following the completion of the distribution to schools, after 3 March 2008. To request further copies please call 0845 602 2260 and quote reference number 00928-2007CDO-EN.
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Schools Reorganisation –
Which Way Forward for Schools | |
For some considerable time, the council has been in discussion with a range of different partners about the way we educate our children, including parents, schoolchildren, governors, teachers, unions, educational specialists, other local authorities and government advisors. For a number of years the standards of education on the Island have been mostly at the lower end of the scale compared to other parts of the country. This has a negative effect on the future of children and young people on the Island and our economic growth and development. The council is determined that this should not continue. After much thought and discussion the council has concluded that the current structure for schools will not allow us to deliver the necessary improvements in standards and consequent benefits to the Island. The council recognises that a change in structure will not of itself bring about the desired improvements but believes it is an important part of the process. Click below to access all the information on Schools Reorganisation:  Schools ReorganisationThis information will include details of the 3 Options under consultation; what will happen to schools under the options; the public consultation evenings; the questionnaire; FAQs and much more. |
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Performance Management and Pay Checklist |
| The ‘Performance Management and Pay Checklist’ is a tool designed to help schools and services ensure that their performance management arrangements comply with the revised 2006 regulations and that they are robust and linked to pay decisions. |
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National Governors' Council – Autumn 2007 Newsletter |
To view the Autumn edition of the National Governors’ Council Newsletter, please click here. |
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Isle of Wight Governors’ Briefing Pack launched |
This pack has been introduced to focus particularly on issues that affect governors and their role in school leadership. The pack will be produced on a termly basis with a new pack sent to Chair of Governors and available online at the beginning of each term. Click here to view. |
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Duty to promote Community Cohesion |
The Education and Inspections Act (EIA) 2006 requires the governing bodies of maintained schools to promote community cohesion under a new duty which comes into force in England from 1 September 2007. The duty to promote community cohesion is explicitly placed on each school governing body and it must discharge this function as part of its leadership and management role. To further reading, case studies and to download a copy of the guidance please visit TeacherNet |
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Revised exclusion guidance now available |
This edition of the guidance covers legislative changes which take effect from 1 September 2007, namely the new duty on schools and local authorities to make full-time educational provision for excluded pupils from day 6 of their exclusion, the duty on parents to ensure their child is not present in a public place during the first five days of an exclusion, and the duty on heads to offer the parent a reintegration interview in respect of certain fixed-period exclusions. The online version can be accessed on TeacherNet or can be downloaded here. Printed copies will be available from: DCSF Publications, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ. Tel. 0845 60 222 60. Please quote ref. 00611-2007BKT-EN |
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A Governor's Guide to Sustainable Schools |
The Sustainable Schools agenda, launched by the DfES in 2006, places the child at the centre of its concerns for a healthy, just and sustainable society. The strategies outlined are not only about auditing current patterns - from energy and water to food and drink - but also how to think creatively to build a sustainable future. This document discusses the contributions and responsibilities of school governors in promoting sustainability. It focuses on specific sectors of sustainability providing case studies and ideas. In addition, there is a presentation with notes, designed for governors to use as a starting point in their meetings (taking about 30 minutes); and a 2 hour workshop with notes and handouts, designed for experienced facilitators to use with governors and school leaders. These documents are only available to download – click here to access. |
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A Guide to the Law for School Governors – CD-Rom version launched |
Following a very successful pilot exercise the new edition of A Guide to the Law for School Governors in a CD-ROM format will be delivered to schools, addressed to the Chair of Governors from 29 June 2007.The CD-ROM will also include information about Teachers TV and programmes which governors should find helpful. We intend to issue a new Guide in this format approximately twice a year. This will mean an end to those time consuming updates and a massive reduction in our carbon footprint. We are grateful to the NGA, NCOGS, ISCG and the individual governors who helped us reach this point. The full distribution to all schools should be completed by 11 July 2007. Fifteen CD-ROMs will be issued to each school addressed to the Chair of Governors. Schools will be able to download and print off the Guide if paper copies are required by individual members of their governing body, but our pilot exercise indicated that the majority of governors will access the Guide via the CD-ROM or online through GovernorNet. On completion of the distribution, copies will be available for order from Prolog at dfes@prolog.uk.com or by telephoning 0845 602 2260. Anyone wishing to order copies of the CD-ROM should quote the reference number 00418-2007CDO-EN. Please do not try and order copies of the Guide until after 13 July 2007 as orders will not be taken until the full distribution of the Guide has been completed. |
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Gender equality duty |
| The gender equality duty came into force in April 2007 and requires all public bodies, including schools, to eliminate unlawful discrimination and harassment on grounds of sex and to promote equality of opportunity between women and men. The Equal Opportunities Commission (EOC) published guidance on the duty for schools on its website in late March 2006. This briefing summarises this guidance and it will be of interest to governors |
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IW Extended Schools Newsletter – Summer 2007 |
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New School Governance Regulations |
A range of new School Governance Regulations came into force on 25 May 2007. Click here to download the document which highlights the new regulations and also includes information on the major changes each one brings with it. |
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DfES ‘Governors’ Newsletter – Summer 2007 |
The May issue of Governors contains information about new uniform guidance, home-to-school travel, news on the last education budget and the National Curriculum review which is currently underway. There are also details on the governors who who's efforts were recognised in the New Year honours list and much more. Download a copy here. You may also wish to download the article with readers' letter which could not be published in the newsletter due to space limitations – click here to access this from the GovernorNet website. |
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