Implementing the foundation stage in reception classes1

Abstract

This article draws upon a Department for Education and Skills (DfES) commissioned telephone survey of a nationally representative sample of schools to investigate the challenges faced by those seeking the successful implementation of the Foundation Stage (FS) (for 3–5‐year‐olds) in reception classes. Its focuses on head teachers' and reception teachers' own reported knowledge, perspectives, experiences, attitudes and views about reception practice, as well as background information on provision and teacher characteristics. A vast and rich amount of data was gathered providing a snapshot of practices and opinions related to the second year of implementing the FS. The majority of head teachers and reception teachers had a positive view of the FS and progress made in implementing it. In general, implementation of the National Literacy and Numeracy Strategies, transition to Key Stage 1 and planning opportunities for children to engage in activities they had planned and initiated themselves was not regarded as a problem. The survey highlighted the importance of staff training and the need to extend this. Greatest concerns were expressed in schools with mixed‐age classes, teaching two curricula with distinct pedagogies. It is concluded that schools in both urban and rural/mainly rural areas have distinct, though similarly diverse teaching groups. A wide range of teaching strategies, based on children's diverse needs, will be required to motivate, support and extend them appropriately. The results are interrogated from the perspective of relevant research carried out during the same period.