CORRESPONDENCE BETWEEN MARGARET HODGE
MBE, MP, PARLIAMENTARY UNDER-SECRETARY OF STATE FOR EMPLOYMENT
AND EQUAL OPPORTUNITIES AND MR CHRIS WOODHEAD, HER MAJESTY'S CHIEF
INSPECTOR OF SCHOOLS
TEACHING LITERACY AND MATHEMATICS IN THE
FOUNDATION STAGE
We are planning to launch the Curriculum
Guidance for the Foundation Stage on 11 May. I know that OFSTED
officials have made a significant and helpful contribution to
its development and I am grateful for that. Thank you.
In recent discussions with a number of early
years specialists, my attention has been drawn recently to concerns
in some quarters about teaching practice in reception classes
with regard to literacy and mathematics. Representations made
to me suggest that not all practitioners recognise the flexibility
inherent in the National Literacy and Numeracy Strategy frameworks
for teaching literacy and mathematics in reception classes and
that the Curriculum Guidance for the Foundation Stage alone
will not necessarily redress this.
The principal concern is that some schools and
teachers have interpreted the frameworks to mean that they should
always endeavour to introduce the full literacy hour and daily
mathematics lesson from the start of the reception year. This
may not be appropriate for the youngest children or those at early
stages of development. What is, in fact, required is that teachers
plan and teach to the objectives in the two frameworks, that the
elements of the literacy hour and daily mathematics lesson are
taught throughout the reception year, and that the full sessions
are established by the end of it. Earlier in the year, it is perfectly
acceptable for these to be delivered flexibly across the day rather
than together in a single lesson. It is for schools to judge the
pace of introduction appropriate for the children in their care,
observing the framework objectives.
Following a meeting last week with Estelle Morris,
Michael Barber and others, I sought clarification on this issue.
We agreed that the above line was right and that we should all
be clear and consistent in delivering it. To this end, both the
National Numeracy Strategy and the National Literacy Strategy
intend shortly to issue specific guidance for reception classes.
I know that OFSTED has recently issued guidance
to school inspectors reminding them of the principles in the literacy
and numeracy frameworks. I would be grateful if you could ensure
that all OFSTED inspectors involved with early years children
are briefed appropriately and that their training reinforces this
message. I am sure you will agree that it is essential that practitioners
are advised consistently by all the authorities with which they
are required to work.
Copies of this letter go to Estelle Morris,
Professor Barber, Nick Tate and Alan Cranston.
Margaret Hodge
May 2000
TEACHING LITERACY AND MATHEMATICS IN THE
FOUNDATION STAGE
Thank you for your letter of 8 May. I apologise
for the delay in replying.
Our Handbook for school inspectors sets out
the principles underpinning the literacy and numeracy strategies.
We are supplementing the Handbook with further guidance for the
foundation stage. This guidance will reinforce the precise points
about flexibility in the reception year you make in your last
paragraph.
Although our registered nursery inspectors do
not inspect in reception classes, we feel it is important to keep
them fully up-to-date with developments in the early years sector
generally. We will, therefore, include similar information in
our briefings on the foundation stage and early learning goals
arranged for July and August.
I hope these steps meet your concerns. We do
agree that it is essential that practitioners are advised consistently
by all Government departments and agencies.
I am sending a copy of this letter to Estelle
Morris, Professor Barber, Nick Tate and Alan Cranston.
Chris Woodhead
June 2000
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