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Active and Experiential Learning estyn.llyw.cymru estyn.gov.wales Active and experiential learning Effective foundation phase practice in delivering literacy and numeracy in Year 1 and Year 2 December 2017 PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES The purpose of Estyn is to inspect Every possible care has been taken quality and standards in education and to ensure that the information in this training in Wales. Estyn is responsible document is accurate at the time for inspecting: of going to press. Any enquiries or comments regarding this document/ • nursery schools and settings that publication should be addressed to: are maintained by, or receive funding from, local authorities Publication Section Estyn • primary schools Anchor Court • secondary schools Keen Road Cardiff • special schools CF24 5JW • pupil referral units or by email to • all-age schools [email protected] • independent schools This and other Estyn publications • further education are available on our website: www.estyn.gov.wales • independent specialist colleges • adult community learning This document has been translated by Trosol (English to Welsh). • local authority education services for children and young people © Crown Copyright 2017: This report may be re-used free of charge in any format or medium • teacher education and training provided that it is re-used accurately and not used in a misleading context. The material must • Welsh for adults be acknowledged as Crown copyright and the title of the document/publication specified. • work-based learning • learning in the justice sector Estyn also: • provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others • makes public good practice based on inspection evidence Contents Contents Introduction 4 Background 6 Main findings 10 Recommendations 14 Standards in literacy and numeracy 16 Pupil voice and independence 33 Provision for literacy and numeracy 38 Teaching and assessment 44 Leadership: 56 • role of the foundation phase leader • role of senior leadership • role of the local authorities and regional consortia Appendix 1: Case studies 63 Appendix 2: Questions for schools to consider 75 Appendix 3: Evidence base 77 Glossary 79 References 80 3 Introduction PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 4 Introduction Introduction This report is written in The report is intended for the Welsh response to a request for advice Government, headteachers and staff in schools, local authorities and regional from the Welsh Government in consortia. It may also be of interest to Common the Minister’s annual remit letter those working with teacher training characteristics to Estyn for 2016-2017. The institutions. report focuses on how schools The report draws on evidence apply effective foundation collected during primary school phase practice in delivering inspections since 2010. For this survey, literacy and numeracy in Year we also visited twenty-seven schools across Wales to observe foundation 1 and Year 2. It builds on the phase practice in delivering literacy Findings toolkit produced by Estyn in and numeracy in Year 1 and Year 2. 2009, ‘Play and active learning, The report includes examples from a toolkit for Foundation Phase lessons and case studies outlining practitioners’. It also includes an how schools overcome perceived evaluation of current practice. barriers to apply sound foundation phase practice when delivering literacy and numeracy in Year 1 and Effective Year 2. Schools may wish to consider practice these examples. In addition to this written report, Estyn has worked with schools to produce an online video to exemplify good practice. This is intended to stimulate discussions within and between schools, local authorities and regional consortia. Case study Questions 5 Background Background The introduction of the Schools introduced the foundation The curriculum is designed to be foundation phase curriculum phase in three stages. Twenty-two appropriate to a child’s stage of schools piloted it during 2004-2005. learning rather than focusing solely in September 2008 marked Children born during 2000-2001 on age-related expected outcomes. a radical departure from the were the first cohort to follow the Children are encouraged to move on more formal, competency-based foundation phase programme in these to the next stages of their learning approach associated with the pilot schools. In 2007-2008, it was when they are developmentally ready introduced in a further 22 schools. and at their own pace. previous Key Stage 1 National Children born during 2003-2004 were Curriculum. It was developed the first cohort to be assessed at the The National Literacy and Numeracy on the premise, backed by end of the phase in these schools. Framework (Welsh Government, 2013) was introduced and assessment international research, that the In 2008-2009, the foundation phase was rolled-out to all remaining against the framework became a adoption of an overly formal schools in Wales. In September 2010, requirement in September 2014. curriculum and extensive adult- the Foundation Phase Framework The framework was designed as a directed teaching before the for Children’s Learning became the curriculum planning tool, aiming to bring about a more coherent approach age of six or seven results in statutory curriculum for three to seven-year-olds. to developing literacy and numeracy lower standards of attainment across the curriculum. It sets out in the longer term. It was The Foundation Phase Framework clear annual expected outcomes in designed to promote discovery (Welsh Government, 2015), sets out to literacy and numeracy, with a view provide an experiential, active to improving pupils’ literacy and and independence, and placed approach to learning. It emphasises numeracy standards across Wales. a greater emphasis on using the importance of the child being at the outdoor environment as a the centre of all learning and the In 2014, an Independent Stocktake of the Foundation Phase (Welsh resource for children’s learning. significance of children’s wellbeing. It advocates a balance of child-initiated Government, 2014) took place. In and adult-directed activities. response to the findings in the report, the Welsh Government established a foundation phase expert group The following areas of learning to devise a long-term approach in are common to English and Welsh developing consistently good and medium schools: effective foundation phase practice • Personal and Social across all settings and schools. Development, Wellbeing and Cultural Diversity An important feature of the foundation phase was to reduce inequalities in • Language, Literacy and social and education outcomes. However, Communication Evaluating the Foundation Phase, Final • Mathematical Development report (WISERD 2015) reveals that the introduction of the foundation phase • Knowledge and Understanding is not, to date, associated with notable of the World changes in the differences in outcomes • Physical Development between boys and girls or those pupils who are eligible for free school meals • Creative Development and those who have special educational needs. The patterns that existed prior In addition, English medium schools to the introduction of the foundation provide Welsh Language Development. phase persist, namely that these pupils generally perform less well than their The foundation phase curriculum is a peers. However, despite this it does progressive framework that spans the appear that the performance of pupils four years, from aged three to seven. It involved in the initial piloting of the is designed to meet the diverse needs foundation phase approach appears of all children, including those who are to have improved compared to the at an early stage of development and attainment of earlier cohorts of pupils those who are more able. who went through the more formal approach associated with the previous key stage 1 National Curriculum. 6 Background PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 7 Background This is particularly evident from data Successful Futures (Donaldson, 2015) Foundation obtained from the national pupil also states that ‘literacy and numeracy database about their performance in should be the responsibility of all phase terminology English, mathematics and science at the teachers and they should both be Where there is good foundation end of key stage 2. represented in the curriculum in phase practice there is an appropriate ways that ensure their progressive balance between continuous, In February 2015, the Welsh development for all children. Literacy enhanced and focused provision Government published Professor and numeracy must mean more with continuous provision being the Donaldson’s ‘Successful Futures, an than basic competence and must starting point and activities building Independent Review of Curriculum acknowledge their central role from this. It is important for the and Assessment Arrangements in in thinking and the ability to use development of pupils’ skills that Wales’ (Donaldson, 2015). language and number confidently and continuous provision is given high creatively.’ status, and that the majority of pupils’ Successful Futures proposes that time is spent using the continuous the curriculum in Wales should In support of these principles, the provision to develop these skills. ensure that children and young Foundation Phase Action Plan (Welsh people develop as: Government, November 2016) outlines a national approach to ‘continuously
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