In England, Early yearâ€TMs education is provided to all children regardless of background between the ages of 3-5. The Early Years Foundation Scheme (EYFS) is a government funded scheme, supported by the local authorities that entitle all children within this bracket to receive 15 hours of free education per week, for 38 weeks per year over two years. This can be at nursery, Pre School or reception setting. Any family wishing their child to have further education outside of the allocated 15 hours must be funded financially by the parents of the child in question.
The provisions of Early Years Education vary depending on where you live with the United
Kingdom. Wales have the Early Years Foundation Phase, for children aged 3-7. This encompasses
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They will not progress into Primary (year 3) until they reach the expected standards.
The aim of this scheme is to give every child the best educational start in life with no caveats. Every child deserves the best opportunities, therefore regardless of their background all children, advantaged or disadvantaged will start at the same level of education.
Question: Question 2
Answer: All children between the ages of 5-16 are entitled to free education. The National
Curriculum is broken into four stages to cater for different ages. Key stage 1 5-7 yrs, key stage 2 7-
11 yrs, key stage 3 11-14 yrs and key stage 4 15-16 yrs. GCSEâ€TMs are usually taken at key stage 4. This normally takes place in one of the various †̃maintained schoolsâ€TM. These schools are in part funded by the government however these funds are spent depending on the type and needs of the school.
Foundation schools- These schools often have a charitable foundation, who alongside the governing body owns the school and its land. The governing body sets the admission policy along with the local education
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This could be a business or a college. Working this way means the school doesnâ€TMt support itself independently.
Community schools- As the title suggests this school may be utilised by the local community as well as provide education to children. The Local Education Authority (LEA) own and run the school, with support primarily from the community.
Specialist schools- To become a specialist school they must apply for specialist status. This rewards the school with extra government money and is used to develop at least one subject. This is more commonly seen in secondary schools with over 90% of UK secondary schools obtaining this status. Special Educational Needs is another way of applying for this status.
Voluntary aided (faith schools) - These schools are usually owned by a charity or religious based organisation. Funded by a governing body, they also have access to funds from LEA and charities associated with the school.
Voluntary-controlled- Physical aspects of the school are owned by a charity (often religious) whilst the running and funding is provided by the LEA. This includes the staff and support required.
Schools that are not maintained
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
The development of Early Childhood education and Care services in Australia is not that easy as we think. Started form the late 19C and early 20C there are lots of change, challenge, belief and arguments. When looking back on the historical stages and compare to the current stage there are lots better funding, resources, policy and practice to have quality early educations.
Tickell, C., 2011. The Early Years: Foundations for life, health and learning. An independent report on the Early Years Foundation Stage to Her Majesty’s Government. London: HMG
The Early Years Foundation Stage looks at six areas: Personal, social and emotional development, Communication, language and literacy, Problem solving, reasoning and numeracy, Knowledge and understanding of the world, Physical development and Creative development. Children are assessed at the end of their reception year and the teacher completes and early years profile which consists of thirteen different scales that link to the early learning goals from the areas of learning.
The school categories are conventional, congenial, or collegial. These three categories are distinguish by discussing the style that the principal administers the school (Glickman et al., 2010). Each individual category gives out a different outcome. A conventional administration or leadership it is recognized by the lack of communication among the staff and the administrator, also, the independence of the teachers is evident, it is no common goal it is a more individual goals setting, usually the responsible for everything are the students and teachers...
The school achieved Foundation status in September 2009. This means that it is a state-funded school and the governing body has greater freedom in the running of the school than in community schools. This follows on from the school successfully gaining Media Arts st...
Voluntary aided schools, usually religious schools. These are run by a governing body but are usually owned by a religious or charity organisation. The governing body are responsible for repairs to the school. They also have access to LEA funds. The governing body will also employ its own staff and pupils who attend have to follow the national curriculum.
children start school at the tender age of four. In pre school you are taught to
Orphans sometimes met another fate… being placed in an educational institution. Many philanthropists donated money to these “schools” for the express purpose of boarding and educating orphans.
This has led to children having a poor start to life, which carries on through their learning and is the leading cause of behavioural or emotional problems (Commonwealth of Australia, 2015). Therefore, the Australian Government inaugurates an ECE and care reform agenda. The key components: • Australian Early Development Census (AEDC) • Early Years Learning Framework (EYLF) • Early Years Workforce Strategy •
Corporate sponsored schools can provide the financial freedom to upgrade equipment and teaching material to any school programs that aren’t involved with their company. Corporate sponsored schools can provide the
...tance education entirely beyond the possible profits, not economic returns in the short term, and we can not expect non-profit educational institution as an independent public schools bear the long-term market cultivation. The problems there are many ways, one of which is and businesses, the market pressures passed on to the market-operated business that, of course, also be part of the transfer of interests. In fact, many experimental colleges have explored a variety of ways to solve the funding problem. In addition to the central government of satellite television networks, telecommunications networks and computer network hardware and some experimental resource construction investment, the consortium also includes donations from the company attract investment, the telecommunications sector offers, the local government investment, schools and other teaching points.
Ministry of Education. (2008). Licensing criteria for early childhood education and care centres 2008 and early childhood education curriculum framework. Wellington New Zealand: Ministry of Education.
Early education includes all children from birth to age eight. Opting to provide excellent early education comes with many opportunity costs. Opportunity costs are losing potential gains when choosing one option versus the other. Anything other than giving children excellent early education comes with an opportunity cost that does not look forward to maximizing the future of next generations. It is important to include education early on in a child’s life to help secure the positive effects this will have on their development into adulthood. Though the opportunity cost of poor early education is great, the external benefits are greater with positive results. These benefits lead to a lasting success of academic and employment success
Suggate, S. (2009). School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA). International Journal of Educational Research, 48(3), pp. 151-161.