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.
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."
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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