Foundation Phase Framework in Wales

The Foundation Phase (FP) was introduced in Wales in 2008 for ages three to seven, the new framework sets standards for learning and development in the early years. The Foundation Phase framework will focus on seven new curriculum areas;

·         Personal and Social development, well-being and cultural diversity;

·         Language, literacy and communication skills;

·         Mathematical development;

·         Welsh language development;

·         Knowledge and understanding of the world;

·         Physical development;

·         Creative development.

The aims in creating these new curriculum areas are to raise each child’s standards of achievements and enhance their attitudes within learning to increase positivity. These aims are also set to address developing needs and to enable each pupil to benefit from sustainable opportunities.

The framework has given children the opportunity to learn personal and social skills through challenging and motivating adult directed play and activities along with child initiated learning. The emphasis of learning has changed to exploration, different types of play, problem solving, language development and active involvement along with celebrating differences within culture, race and the diversity within the world and giving each child regardless of their race, disability or age and equal opportunity in life.

Previous to the EYFP Wales were guided by the Key Stage one national curriculum, the SEN code of practice and also the desirable outcomes for childrens learning before compulsory school age. The change in practice came after reflection on practice in many other countries, including the Foundation Stage (FS) in England. Wales FP and England FS share many of the same principles and aims.

Through research of the foundation phase many implications have arisen in the change of framework, many schools are not provided with much outdoor space for activities to take place therefore making many parts of the curriculum hard to stick by. Another problem is that with the change of practice many practitioners have no experience of this new framework and do not understand the guidelines therefore find it difficult to implement it into the classroom and the curriculum. To be a successful practitioner in the FP we must find a balance between adult based learning and child initiated learning, this will enable the children to gain independence and confidence in learning. From the FP to Key Stage 2 there is little transition, the child will jump from outdoor learning to working within a classroom and this may cause some disruption and confusion to the child.

During my work experience period and working with young children I have seen the foundation phase to have had an impact on them; the outdoor learning is one of the most beneficial changes. After the outdoor play the children would come in and be more relaxed than before as they could prepare themselves for the work indoors too. I also realised that through play the children had a better relationship with each other and with the teachers and teaching assistants.