National Strategies 1997 2011, A brief summary of the impact and ‘The – effectiveness of the National (2011) document highlights to Strategies’ “prior 1998, there was no systematic attempt at a national level to drive improvements in standards through a focused programme of managing changes in the way that core subjects are taught in (p. 2) [as a key rationale for their] classrooms” development programme providing training and targeted support “professional to (p. 2). The focus of this (p. 2) featured an teachers” “targeted support” increased emphasis on phonics within the EYFS (DCSF, 2007; DfES, 2008; DfE, 2012) and Synthetic within the specified ‘Systematic Phonics’ Language and (CLLD) programme materials. As ‘Communication, Literacy’ such, this emphasis was then aligned with Ofsted for policies (‘Reading purpose and pleasure, an evaluation of the teaching of reading in primary Ofsted, 2004; by six how the best schools do Ofsted, schools’, ‘Reading it’, 2010; them reading Ofsted, 2014), which inevitably directly ‘Getting early’, influences practice and provision in schools and consequently, early years settings. Currently, the ECEC workforce is subject to a wide range of policy documents that specify phonics as the principal approach to teaching reading, which may be leading to an increased emphasis on the described by ‘standards agenda’ Roberts-Holmes and Bradbury (2016b), which is now apparent in early years settings. Figure 2.1: ECEC policy documents relating to ‘phonics’ Figure 2.1 highlights the policy directives and resources (including both QTS and EYTS revised Standards) that influence and impact on early Teachers’ years provision, in turn leading to (Moss, 2014; ‘schoolification’ 2015; Vannebo and Gotvassli, 2017) and an intense, unnecessary focus on phonics.
‘The National Strategies 1997 – 2011, A brief summary of the impact and effectiveness of the National Strategies’ (2011) document highlights “prior to 1998, there was no systematic attempt at a national level to drive improvements in standards through a focused programme of managing changes in the way that core subjects are taught in classrooms” (p. 2) [as a key rationale for their] “professional development programme providing training and targeted support to teachers” (p. 2). The focus of this “targeted support” (p. 2) featured an increased emphasis on phonics within the EYFS (DCSF, 2007; DfES, 2008; DfE, 2012) and specified ‘Systematic Synthetic Phonics’ within the ‘Communication, Language and Literacy’ (CLLD) programme materials. As such, this emphasis was then aligned with Ofsted policies (‘Reading for purpose and pleasure, an evaluation of the teaching of reading in primary schools’, Ofsted, 2004; ‘Reading by six how the best schools do it’, Ofsted, 2010; ‘Getting them reading early’, Ofsted, 2014), which inevitably directly influences practice and provision in schools and consequently, early years settings. Currently, the ECEC workforce is subject to a wide range of policy documents that specify phonics as the principal approach to teaching reading, which may be leading to an increased emphasis on the ‘standards agenda’ described by Roberts-Holmes and Bradbury (2016b), which is now apparent in early years settings. Figure 2.1: ECEC policy documents relating to ‘phonics’ Figure 2.1 highlights the policy directives and resources (including both QTS and EYTS revised Teachers’ Standards) that influence and impact on early years provision, in turn leading to ‘schoolification’ (Moss, 2014; 2015; Vannebo and Gotvassli, 2017) and an intense, unnecessary focus on phonics.
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx