An evaluation of the pilot has found that the 24 schools that took part were positive overall about the proposed changes to the ELGs. However, some were unsure if they were more or less challenging than the current goals.
The Department for Education (DfE) commissioned evaluation was carried out by the Education Endowment Foundation (EEF).
A public consultation on proposed changes to the EYFS, including revisions to the Early Learning Goals, and Profile, has now been launched by the Government.
It follows an announcement by the DfE last year about plans to change how children’s development at the end of Reception is assessed by revising the 17 Early Learning Goals, which sit under seven areas of learning. The EYFS Profile is completed by teachers at the end of children's Reception year, based on their observations and professional judgement of children’s learning and development.
The aim of the reforms, which will be introduced in 2021, is to improve children’s outcomes at the of age five, in particular disadvantaged children’s language development, and to reduce teachers’ workload.
Proposed changes include the removal of the ELG for shape, space and measure and an increase in the number of literacy ELGs from two to three.
A team of researchers from the National Centre for Social Research led the evaluation, which included an online survey, interviews and in-depth case studies from a representative sample of school. Action for Children played a supporting role for pilot schools.
Key findings from the evaluation include:
- There were some concerns about the removal of the ELG for shape, space and measure. Teachers were worried that topics previously covered in the ELG would not be taught and felt this would mean children would be less ready for Key Stage 1.
- Schools reported being less fixated on evidence-gathering and being more selective over what they recorded.
- Teachers wanted further clarification of the phrasing or meaning of some of the ELGs. Mathematics, and Understanding the World were two areas of learning where greater clarity or further guidance were wanted.
- Views on the removal of statutory moderation were mixed. Some felt external moderation was valuable for ensuring consistency between schools and for gaining alternative perspectives.
- Teachers expressed concerns about the risk of variation in assessments between schools, as the revised ELGs were felt to leave too much room for interpretation.
- Teachers reported that their workload had reduced as there were fewer expectations for assessment and evidence gathering.
The EEF’s chief executive Sir Kevan Collins said the findings of the pilot would help make sure the proposed changes to the EYFS are implemented well when they are rolled out.
Off the back of the evaluation some revisions were made to the early years framework, which have now been put out for consultation by the DfE.
Iram Siraj, professor of child development and education at the University of Oxford, said, ‘The new revisions have been responsive to the feedback from early years staff and teachers who work with the EYFS and the EYFSP. The revised goals, programmes, moderation and assessment criteria should mean a lighter framework, so staff have more professional autonomy and less paperwork and external scrutiny.’
Education minister Nick Gibb, who is responsible for early years, said, ‘It is encouraging that this early years pilot showed that teachers are spending less time on unnecessary paperwork and more time interacting with the children in their care. This will help with the language, literacy and communication skills they need to fulfil their potential as they begin school and beyond.’
