Managed Service on behalf of
Frequently Asked
Questions - Practitioners in Early Years
Settings in Lincolnshire
Here are some of the questions which
have been asked by Practitioners working in Lincolnshire Settings.
Periodically, members of the Birth to Five Team will update
the list of questions and response from the Team.
If you have any
other questions, linked to the Early Years Foundation Stage,
that you would like to add, please click here and we will strive to
add these during the next update period.
Below is a list of the
current questions. In order to gain the Service's response to a
particular question, please click on the appropriate
page.
|
Page 1 |
Page 2 |
| Will Lincolnshire be coding the new EYFS
learning maps? |
Should we continue to use published assessment materials to
test children’s progress in Reception? |
| What is the main difference in relation to
what we are doing already in Foundation Stage? What implications
does this have on planning & learning environment and teaching
and learning? |
How are head teachers supporting the implementation of the
EYFS? |
| How do we get a baseline as head teachers if
we cannot correlate attainment from the Early Years Foundation
Stage Profile to National Curriculum Key Stage One? |
Could CFBT provide Early Years Professional training in the
future? |
| How do we show value added at year one? As a head do I need
some sort of evidence to ‘measure’ performance/progress before
children reach the end of Key Stage One? |
Will the changes to the Primary Strategy be reflected in the
new Early Years Foundation Stage and do all the objectives in the
renewed framework appear in the development matters sections? |
| Do year 1 teachers have to plan from the
profile if Early Learning Goals are not met in the Early Years
Foundation Stage? |
How do the ‘Overviews of Learning’ on the renewed primary
strategy site fit in with the Early Years Foundation Stage? |
| How does the Early Years Foundation Stage
effect/support Key Stage One? What implications does the
introduction of the Early Years Foundation Stage have for
transition? |
How can we ensure challenge for all, including our most able
children? |
| Setting for literacy and numeracy in our
mixed year one/two classes starts after the first two weeks, I feel
that this is too soon, what advice do you have? |
What are you advising adult/child ratio for key workers? How
much time would a key person be expected to spend in the setting
with the children? |
| Working out of doors has been a
recommendation in the past, is it now statutory? |
What implications does the Early Years Foundation Stage
have regarding Ofsted? |
| Does experience count as a relevant level of qualification for
a teaching assistant? |
How will we record our planning? Are there example planning
grids/boxes? We plan in six areas of learning at the moment, do we
need to change to the four principles? |
| Will we be able to continue to run formal literacy and numeracy
sessions for our Reception children? |
|
| Page 3 |
| Are childminders to be approached as a ‘parent’ or as another
practitioner continuing the Early Years Foundation Stage provision.
If it is the latter how is this put into practise in a manageable
way for all concerned? Also ditto for other agencies e.g. after
school clubs. |
| As a SpecialSchoolwe are currently using the ‘Which step am I
on?’ assessment document. What should we do now? |
| Currently our Early Years Foundation Stage class is run by a
Higher Level Teaching Assistant although I oversee the
class/planning. How will this be able to work once the Early Years
Foundation Stage becomes statutory in September 2008? |
