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Foundation phase teaching 'inconsistent,' reports find

A series of reports have highlighted 'considerable variation' in how nurseries and schools are teaching three-to-seven-year-olds. They say the Foundation Phase programme is broadly having a positive impact on children and their learning.

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Welsh Government: we must improve consistency

The Welsh Government has admitted that more needs to be done, to improve the consistency of teaching within the Foundation Phase.

Education Minister Huw Lewis broadly welcomed today's reports, from Cardiff University and WISERD, which he said showed the flagship programme "is making a real difference."

These reports published today are good news for young people in Wales.

The message that we're getting from these reports is that those delivering the Foundation Phase feel that our popular early years initiative is making a real difference - especially for children from deprived backgrounds and those with Special Education Needs.

But there are lessons to be learned. The reports do tell us that we need to do more to ensure a consistent experience for all learners across Wales.

At present there is too much variation for learners from class-to class and from school to school. This must stop. Consistency is key if we're to deliver the same positive outcomes for our learners.

– Huw Lewis, Education Minister

Teaching of flagship early years scheme 'inconsistent'

There are significant inconsistencies in how three-to-seven-year-olds are being taught around Wales under the Welsh Government's flagship Foundation Phase programme, according to a series of reports published today.

The reports, commissioned by the Welsh Government and done by Cardiff University and The Wales Institute of Social and Economic Research, Data & Methods (WISERD), say teaching methods "varied considerably"... partly explained by staff attitudes" towards the Foundation Phase concept.

The early years scheme was first introduced in 2008 and rolled out fully from September 2011, with the focus on practical and play-based learning.

But today's reports found encouraged methods like outdoor learning often not being used, and "only moderate physical activity, exploration and learning zone variety was seen."

Boys are particularly found to be benefiting from the Foundation Phase. Credit: PA

The majority of teachers and parents felt the Foundation Phase was having "a positive impact on children", particularly their wellbeing, attitudes to learning and confidence.

The programme is thought to be benefiting children's speaking skills - but "literacy, especially writing, was still identified as a key issue" - a problem highlighted by education watchdog Estyn in 2011.

Today's reports also found that teachers' reluctance to let go of traditional teaching methods "is compounded by the perceived need to ensure children perform well in the recently introduced Year 2 reading and numeracy tests."

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