Abstract
There is widespread concern about aspects of government policy relating to early years education. Current proposals for baseline assessment and changes to the early learning goals reveal a lack of insight into the nature of early learning, and little understanding and respect for effective early years pedagogy. Indeed, it is apparent that the Reception year in primary schools is now explicitly seen as preparation for Year 1, instead of being celebrated as part of the Early Years Foundation Stage (EYFS). The role of Ofsted in reinforcing this development is regrettable, reflecting as it does the politicisation of education and the loss of informed impartial professional advice both to schools and to policymakers.
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