ACTION PLAN

2008~2011

FOUNDATION PHASE

Introduction

The introduction of a revised national curriculum and new approach to learning and teaching for the Foundation Phase has meant the Physical Education and School Sport (PESS) project has needed to review its work with this age group. The Welsh Assembly Government (WAG) has agreed the extension of the PESS project into the Foundation Phase and intends to make funding available for this for the next three years. The Sports Council for Wales (SCW) also wishes to undertake complementary work to extend the provision of Out of School Hours Learning (OSHL) in PE and Sport for this age group. This paper outlines proposed action to take this forward.

In order to put together this Action Plan for April 2008~March 2011, the SCW has consulted with a wide variety of specialists including Early Years Advisers/practitioners, Physical Education Advisers. Higher Education Institutions, PESS consultants and various WAG departments. The SCW would like to express its appreciation for the support that has been offered by these specialists.

Background

A report was written on the development of physical and creative skills in the Foundation Phase in autumn 2007. The report was a response to the request by the Welsh Assembly Government, to the Sports Council for Wales, for information on how well settings/schools have been able to deliver the requirements of the Physical Development and Creative Movement within Creative Development Areas of Learning in the Foundation Phase curriculum.

The report draws on data from interviews and discussions with a range of relevant individuals and groups as well as documentary evidence. The ‘field work’ was undertaken by specialists in physical education [most of whom are trained independent inspectors for Estyn] carried out the visits.

Data was drawn from the following sources:

  • Interviews with staff responsible for Physical and Creative Development in the Foundation Phase curriculum in 24 settings/ schools [16 schools and 8 settings], Head teachers, Co-ordinators, teachers, practitioners and support staff responsible for the delivery of the Foundation Phase.
  • Questionnaires from a small number of settings/schools.
  • Learning environment - based observations.
  • Discussions with children.
  • Documentation and photographic evidence relating to the delivery of the Physical and Creative Development Areas of Learning.

Positive findings:

Practitioners say that since they implemented the Foundation Phase curriculum, children’s physical and creative skills have improved significantly. In most settings/schools, children are more physically active than they were previously.

The use of the outdoor environment has increased opportunities for children to be physically active. As a result children are developing a much wider range of movement skills than ever before.

Children develop good key, personal and social skills as a result of their involvement in physical and creative activities.

Most practitioners display a very good knowledge of the Foundation Phase curriculum. Most have reflected on, refined and modified their teaching methods and deliver a curriculum that meets the individual learning needs of the children that they teach.

Shortcomings:

Many practitioners identified shortcomings in their knowledge and understanding of the following:

  • most wanted help translating the Physical and Creative Development draft guidance materials into actual practical activities.
  • a few were confused about the difference between Physical Education and School Sport and Physical Development;
  • others had not made the link between dance and the Creative Development Area of Learning;

Despite there being some evidence of good practice, there are stillbarriers that prevent children frommaking progress in their physical and creative skills. This is because too many children have had limited opportunity to develop physical and creative skills or have had access to an outdoor environment before they start school.

Most settings/schools agree that they need to make a stronger link between Physical Development and the other six Areas of Learning.

Quite a few practitioners described their level of specialist knowledge, skills and understanding of the Physical Development and Creative Development Areas of Learning of the Foundation Phase curriculum as limited.

There is variation in practitioners’ access to training in Physical and Creative Development across Wales. Many practitioners consider this to be a significant shortcoming.

In a few settings/schools practitioners are not always confident in selecting the most appropriate resources they need to deliver the Physical Development and Creative Movement within Creative Development Areas of Learning.

Report Consultation

The next stage involved consulting with various specialists regarding the detail within the report. Regional meetings took place across Wales including the above specialists. Tasks carried out included reviewing the report recommendations (based on the findings at the settings/schools involved in the pilot), looking at the terminology used, joint working possibilities and the delivery of and prioritisation of the recommendations. Further to these meetings and follow-up report, this Foundation Phase Action Plan has been devised.

Group discussions and tasks included:

  • reviewing the recommendations made in the 2007 report (based on the findings)
  • debating the clarity and accuracy of the terminology used
  • exploring scope for joint working in delivery
  • prioritisation of / planning for the delivery of the recommendations

This Action Plan has been developed as a result of the outcomes from the 3 meetings, together with the ‘output report’ that was produced following the regional consultation process.

Focus Areas & Priorities

Recognising that the ethos of the Foundation Phase is ‘holistic’ with all seven Areas of Learning being complementary, our approach will reflect this, whilst acknowledging that our remit is to focus on specific areas within the new curriculum. Our remit is limited to the delivery of the SCW Active Young People (AYP) programmes in general and more specifically, to raising standards in physical education and increasing participation in sport and physical activity.

The primary focus, therefore, will be:

Physical Development

Creative Movement (within the Creative Development Area of Learning)

The secondary focus will cover elements of:

Personal and Social Development and Wellbeing (within the Personal and Social Development, Wellbeing and Cultural Diversity Area of Learning)

Links across the Areas of Learning

The Skills Framework underpins the Foundation Phase Framework, all the subjects of the national curriculum, plus the frameworks for personal and social education (PSE), careers and the world of work (CWW) and religiouseducation (RE). In addition it aims to ensure a coherent approach to learning and progression in developing thinking, communication, ICT and number.

Within the Foundation Phase curriculum, emphasis is placed on developing children’s skills across allAreas of Learning, to provide a suitable and integrated approach for young children’s learning.

Schools and Settings

In order to reflect & adhere toWAG policy, attention in the first instance will be given to educational funded non-maintained settings and schools. All guidance materials and training will be made available to all practitioners delivering the Foundation Phase and will be publicised via partners.

Foundation Phase Key Actions

The following Key Actions have been developed from:

  • recommendations made in the initial Foundation Phase Report (Autumn 07)
  • discussions that took place at the regional review meetings
  • consultation with Welsh Assembly Government representatives

The individuals involved in the consultation include:

  • Early Years specialists and practitioners
  • PE Advisers
  • Higher Education lecturers
  • PESS and Dragon Sport Coordinators
  • PESS Consultants.

In order to translate the Key Actions into deliverables which will span the next 3 years, consultation will continue with the above,as well as engage with other partners including HealthySchools and National Governing Bodies of Sport.

FP Key Action 1

To ensure continuity and progression in experiential learning activities for the child in physical development, creative movement and personal and social development and wellbeing, from entry intothe Foundation Phase through to transition into KS2.

By:-

  1. Meeting the diverse needs of children, including those who are at an earlier stage of development and those who are more able.
  2. Encouraging that children have access to physical activity on a daily basis.
  3. Exemplify the continuum of physical skills across the Foundation Phase.
  4. Encouraging all settings/schools to carry out assessment of children’s progress in physical development and creative movement and share good practice in assessment methods.
  5. Utilising PESS Development Centres to develop new approaches and enhanced practices for utilisation in Foundation Phase and to support transition into KS2.

FP Key Action 2

To produce guidance materialsto support the delivery of the Physical Development, Creative Development and Personal and Social Development, Wellbeing and Cultural Diversity Areas of Learning.

By:-

  1. Providing exemplar materials to show how a physical skills continuum can be developed and practical activities implemented in both the indoor and outdoor environments.
  2. Providing settings/schools with methods through which to audit physical development and creative movement skills across all areas of learning in order to provide a cross-curricular and integrated approach for children’s learning.
  3. Providing exemplar materials to show practitioners how to increase the intensity of physical activity over a sustained period in order to benefit children’s health.
  4. Producing materials to assist settings/schools in providing support and guidance to parents/carers and children regarding the link between appropriate nutrition, levels of physical activity and good health.
  5. Producing guidance materials and training to support practitioners in the delivery of OSHL in the Foundation Phase.
  6. Producing practical guidance materials to support practitioners and parents/carers to support the implementation of physical and creative skills in a variety of indoor settings and outdoor environments.[see also Key Actions 3 and 5]

FP Key Action 3

Encourage settings/schools to develop children’s awareness of their environment both indoor and outdoor.

By:-

  1. Promoting the use of a variety of fun, stimulating and safe environments to allow for exploration and learning through first-hand experiences.
  2. Promoting the use of guidance materials for practitioners and parents/carers to support the implementation of physical and creative skills in a variety of indoor settings and outdoor environments.

[see also Key Action 2 – guidance materials]

FP Key Action 4

To develop a clear learningpathway for practitioners from initial training to CPD opportunities.

By:-

  1. Devising and implementing an effective CPD programme to allow practitioners to extend their knowledge and understanding of physical development and creative movement. This programme should cover initial training through to Early Professional Development and into Continued Professional Development.
  2. Utilising PESS Development Centres to ensure that the CPD programme is progressive and provides continuity between the Foundation Phase and KS2.
  3. Providing opportunities to share good practice and ideas with other settings/schools.

FP Key Action 5

To ensure that the physical and creative skills developed in the Foundation Phase curriculum are further enhanced in OSHL opportunities and provides effective transition into OSHL in KS2.

By:-

  1. Promoting OSHL opportunities to enhance the curriculum in settings/schools.
  2. Providing guidance materials and training in order to support practitioners in the delivery of OSHL in the Foundation Phase.

[see also Key Action 2 – guidance materials]

  1. Ensuring that positive partnerships with the home are fostered and an appreciation of parents/carers as the children’s first educators is acknowledged.
  2. Providing practical guidance materials to support practitioners and parents/carers to support the implementation of physical and creative skills in a variety of indoor settings and outdoor environments.[see also Key Action 2 – guidance materials]

Statement of Intent

In addition to the Key Actions listed above, a small number of the recommendations made in the ’07 report have been reviewed – some of which cannot be fully addressed. Due to the limitations of our remit and the level of funding available to us –it is only possible to encourage and/or support the delivery of three of the fourteen recommendations made. The value and importance of these is recognised and acknowledged – and as a resulthave built into our Planprovision for:

  • supporting their delivery through facilitation and partnerships
  • releasing small amounts of funding to support / facilitate their delivery where possible
  • encouraging settings/schools to actively engage in the activities listed

The recommendations which will be supported are:

  1. To provide funding to Local Authorities and Development Centres through PESS or Dragon Sport. To signpost additional funding avenues to settings/schools.
  1. To share good practice, promote resources and information available to partners and other agencies outside schools/grant maintained settings.
  1. To open up CPD opportunities to all practitioners through promotion conducted via partners.
  1. To encourage an integrated approach to children’s learning by developing skills across the Areas of Learning rather than approaching in isolation.

(E.g. Balancing – Physical Development / Creative Development / Mathematical Development)

  1. To encourage monitoring of progress and reporting in line with WAG guidance.
  1. Utilising Development Centre schools to pilot new training and guidance materials for the Foundation Phase.
  1. Providing guidance materials to support parents/carers in identifying basic physical and creative skills that can be developed prior to entry to the Foundation Phase.

Conclusion

Tangible Outcomes

This Action Planis entirely outcome driven. Not only does it address the recommendations and shortcomings highlighted in the ‘07 report, but also [as a result of extensive consultation] it reflects ‘constructive feedback’ given by practitioners, specialists and advisers in the field.

Whilst the Plan provides for general guidance and support & training for practitioners, it also provides for the production and provision of materials for practical use by practitioners, parents/carers and the children themselves. This blend of theoretical & practical support will address the priorities and needs of practitioners and children alike.

Added value

Whilst the tangible outcomes of this Plan are our priority, the project also generates added value by contributing to the development of opportunities for regional and pan-Wales networking and collaborative partnerships, which might otherwise have not been possible. This strategic joined-up approach will not only ensure that decision making is both thorough and inclusive, but also contribute to the ‘institutional’ strengthening of partner organisations.

Stakeholders, Partners & Agencies

Stakeholders:

The Welsh Assembly Government is our key stakeholder due to our involvement and contribution to ‘One Wales’, Health Challenge Wales and the Children and Young People’s Partnership.

Department for Children, Education, Lifelong Learning and Skills (DCELLS)

Advice and support in relation to the Foundation Phase Framework, National Curriculum documentation and PESS funding and management.

Department for Health & Social Care

In relation to the Healthy Schools initiative and the Food Fitness policy.

Department for Culture & Sport

Linking with the Climbing Higher strategy and providing SCW with funding and management.

Partners:

Active Young People (AYP) funded staff

Early Years Advisersacross Wales

Early Years practitionersfrom pilot schools

Local Authorities & schools

Higher Education Institutions(5 across Wales)

PE and School Sport (PESS) Consultantsinvolved in project work linked to Foundation Phase/KS2/KS3

Physical Education /School Improvement Advisersacross Wales

Agencies:

Association for Physical Education (AfPE)

Advisory support for Safe Practice and high quality Physical Education.

General Teaching Council for Wales (GTCW)

CPD grants and teaching standards.

Youth Sport Trust (YST)

Top programmes with particular reference to Top Start (3 to 5 year age group) and Top Play (4 to 9 year age group)

Reference Materials

DCELLS (2008)Foundation Phase Framework for Children’s Learning for 3 to 7-year-old in Wales

DCELLS (2008)Skills Framework for 3 to 19-year-olds in

Wales

DCELLS (2008)Making the most of learning – Implementing the revised curriculum

DCELLS (2008)Physical education in the National Curriculum for Wales

Guidance Materials

ACCAC (2005)Physical Development(Initial draft)

ACCAC (2005)Creative Development(Initial draft)

ACCAC (2005)Personal and Social Development, Wellbeing and Diversity(Initial draft)

ACCAC (2005)Assessment Material – Foundation Phase Outcomes (Initial draft)

ACCAC (2005)Supplementary Assessment Guidance - Observing Children(Initial draft)

ACCAC (2005)Play/Active Learning – An Overview (3 – 7 years) (Initial draft)

Healthy SchoolsNutrition Assessment Tool

Healthy SchoolsPhysical Activity Assessment Tool

NB. More to follow throughout stages of development!

Glossary of Terms

practitioner teacher, learning support assistant (LSA),

childcare assistant, playgroup leader,

support staff, childminder.

all childrenthe ‘average’ learner as well as children with

learning difficulties, disabilities, those that are disadvantaged, difficult to motivate, more able and talented, from different ethnic/cultural groups and looked after children.

environmentshome, school, nursery, indoor, outdoor,

leisure facilities, community centres/clubs,

forestry, park/playground.

OSHL opportunitiesextra-curricular clubs/activities,

learning opportunities in the home and

activities in the community.

settingslearning environments within schools, voluntary

and private nurseries, playgroups and childminders.

partnersLocal Authorities (PE and Early Years Advisers,

AYP, PESS and Dragon Sport Coordinators,

schools/settings), Higher Education Institutes,

Association for Physical Education (AfPE), National