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30 November 2006 at 12.30 A letter signed by 100 early years experts has been sent to The TES expressing grave concerns at the Government's imposition of approved phonics courses for four year olds. In this blog you'll find the letter, written by Wendy Scott on behalf of the Early Years Curriculum Group and many early years specialists, together with the petition. Let us know what you think by posting at the end of this blog... It is not only prescription in the national curriculum that is giving cause for concern (“Give us freedom to teach” TES 17.11.2006). Recent directives from the government based on one recommendation from the Rose Review of the teaching of early reading are also counter-productive. Early Years specialists, together with practitioners and parents, are deeply concerned by the government’s insistence that limited and limiting phonics work must be imposed on four year olds (“Experts to vet phonics books” TES 3.11.2006). We all want children to become eager, confident readers, and recognise that an understanding of phonics is an important part of the process. However, we deplore the way that the enforcement of "approved" phonics programmes on four year olds will enrich commercial interests while impoverishing meaning and motivation in children's literacy learning. The research base for this major change is highly questionable, and empirical evidence shows that it is very misguided. We speak on behalf of very able children who may already be fluent readers as much as for the children who desperately need more opportunities for verbal communication before they can be expected to cope with systematic phonics. Since only five of the twelve most commonly used words in English are phonetically predictable and many five year olds are not yet able to pronounce some words accurately, children will be set up to fail if this is the only approach on offer at the start. Equally unwisely, we will waste the complexity of what individual children already grasp about language, including phonological knowledge that relates to what they are interested in. This government has a history of making up its mind and then finding evidence to support its intentions. Are Ministers familiar with the research review commissioned by the DFES which raises doubts about the exclusive use of phonics with four year olds? Do they realise that there are no studies validating their demands? How do they reconcile their insistence on a single prescribed approach which reduces teachers to technicians with the Rose recommendation that staff should exercise their professional judgement in relation to the children in their classes? It will be no comfort to the signatories of this letter to be able to say "We told you so" when children's reading competence and, even worse, their disposition to read have fallen; rather, we would ask why it is that the wealth of knowledge and experience of early literacy in this country is ignored in favour of unfounded assertions. If the government is serious in its laudable aim to raise the achievement of the most disadvantaged groups of children, it must ensure that those who do not get rich opportunities for speaking, listening, reading and writing in playful ways at home, or whose home language is not English, have plenty of broad literacy experience when they start nursery or school. This means enjoying and exploring spoken language, and reading for pleasure and meaning. Signed: Wendy Scott, on behalf of the Early Years Curriculum Group and some of the many early years specialists, academics, advisers, heads and practitioners, parents, governors and national organisations who share our concerns THE PETITION SIGNATORIES Members of the Early Years Curriculum Group Sally Barnes Margaret Edgington Julie Fisher Janet Moyles Linda Pound Wendy Scott Dorothy Selleck Pauline Trudell National experts and organisations Ros Bayley, early years consultant Helen Bromley, early years consultant, writer and researcher Pam Calder, Co-ordinator of Early Childhood Studies Degree Network Christopher Clouder, Director, Alliance for Childhood John Coe, chair of National Association for Primary Education Pie Corbett, author and literacy consultant Jean Ensing CBE, former HMI with national responsibility for the early years Sally Featherstone, writer and publisher Jane Lane, equalities advocate and writer Sue Palmer, literacy expert and writer Richard Parnell, Head of Research, Scope Professor Colin Richards Linda Thornton, Independent Education Consultant Marian Whitehead, early literacy specialist Jenny Woodbridge, Early Excellence Robert Young, Chair of National Primary Teacher Education Council Association of Teachers and Lecturers The British Association for Early Childhood Education National Union of Teachers Academics Sian Adams, researcher and writer Sue Allingham, researcher Jan Ashbridge, Senior Lecturer and Subject Leader Early Childhood Education Professor Kevin J. Brehony, Froebel Professor of Early Childhood Studies, Roehampton University Sara Bond, Programme Manager for Foundation Degree and BA Hons in Early Years Pat Broadhead, Professor of Playful Learning, Leeds Metropolitan University; TACTYC Chair Sheelagh Carville, Head of Early Childhood Education, Stranmillis University College, Belfast Di Chilvers, Senior Lecturer in Early Childhood Studies, Sheffield Hallam University Christina Costello-Judge, Senior Lecturer in Early Childhood Education Professor Emeritus Tricia David Andrew Dyer, tutor, Steiner Waldorf Early Childhood Foundation Degree Dr Tony Eaude, Research Fellow, Department of Educational Studies, University of Oxford Liz Elliott, Senior Lecturer in Early Years Education Hilary Fabian, North East Wales Institute of Higher Education Dr. Ros Garrick, Principal Lecturer in Children's Workforce Development and Society Cliff Jones, SCETT committee Janet Klaar, Lecturer in Early Childhood Education Liz Marsden, Early Excellence Joyce Mather, Lecturer in Early Years Trevor Mepham, Faculty of Education, University of Plymouth Karen Morris, Head of English, North East Wales Institute of Higher Education Jane Murray, Senior Lecturer Dr. <st1:personname w:st="on">Cathy Nutbrown</st1:personname>, Sheffield University Geraldine Oliver, Senior Lecturer in Early Years Development Professor Theodora Papatheodorou, Director of Research, Anglia Ruskin University Dr. Kathy Ring, Senior Lecturer and researcher into early years learning and pedagogy Dr. Margaret Robinson, curriculum researcher Sue Temple, Senior Lecturer in Education Mary Van de Water, SCETT committee Susan Welch, Lecturer in Childhood Studies Kate Wilkinson Advisers and consultants Cath Armstrong, early years trainer (retired) Marie Charlton, early years consultant Mary Dickins, early years inclusion specialist Janet Dye, early years consultant Sue Griffin, early years and childcare consultant and writer Manny Lewis, former Chair of The British Association for Early Childhood Education Anne McMullan, former early excellence adviser Winny Mossman, Steiner early years consultant Marjorie Ouvry, consultant in early years education, author and former headteacher Janet Parsons, early years adviser, Steiner Waldorf Schools Fellowship Anne Pennington, early years consultant Anita Ryall, independent early years consultant Sally Thomas, birth to five consultant and trainer Irene Travis, independent early years consultant Headteachers and practitioners Paddy Beels, headteacher, Wingate Nursery School Hilary Clare, headteacher Freshfield Nursery School Candy Daffern, headteacher Chichester Nursery School and Children's Centre Janet Farebrother, head and staff at Frizington Nursery and Children's Centre Sharon Hogan, head of Canterbury Children’s Centre M. M. Ivers, headteacher Gini Mags, kindergarten teacher, Hoathly Hill Kindergarten Jean Kingsley Monks, kindergarten manager, Hoathly Hill Kindergarten Helen Mitchell, foundation stage coordinator, Claremont Community School Julie Morrow, head of Stoneygate Children's Centre Janni Nicol, early childhood representative, Steiner Waldorf Schools Fellowship Sian Rees-Jones and staff at Bognor Regis Nursery School and Children’s Centre Paula Robinson, Sutton Manor Community Primary School Tess Robson, headteacher, Tachbrook Nursery School Sue Rowley, special needs teacher J P Tunnicliffe, headteacher, Brentwood Early Years Centre Lesley Utley, headteacher Greenacre Nursery School Jo White, speech therapist and head of children’s centre Sue Wilson, headteacher Westcliff Primary School Pat Wills, headteacher, Claremont Community School Millie Williamson, headteacher, Ditton Early Years Centre Linda Bowles, assistant headteacher Joanne Quinn, nursery nurse Janette McDonald, nursery teacher Suzanne Platt, nursery nurse Christina Hadley, daycare manager Katherine Stuart, under 3’s co-ordinator Claire Ratcliffe, senior childcarer Sara Mercer, senior childcarer Tracey Farmer, childcarer Sarah Hughes, childcarer Lucy Roby, childcarer Samantha Shelley, childcarer Lindsey Unsworth, childcarer Pauline Washington, childcarer Gillian Wroe, headteacher, McMillan Nursery School Linda Porter, senior teacher Susan Hird, teacher Martina Mousdale, teacher Susan Thurstan, nursery nurse Amanda Meade, nursery nurse Elizabeth Sarson, nursery nurse Debbie Clancy, nursery nurse Farkhana Nisa, bilingual NNEB Shahada Tasfeer, bilingual NNEB Saj Mansoor, bilingual NNEB Nuzhat Bibi, bilingual NNEB Parents and governors Dr Sharon Rustemier, parent Gillian Stunell, governor Sarah Wilson parent governor

Date: 19.3.2006

You will not be surprised to hear that very strong support is being
expressed for our position, by practitioners, parents, teachers and
headteachers, academics, inspectors, and early years advisers in local
authorities.

Attached for your information is EYCG's recent press release, which includes
a letter sent to Jim Rose following the publication of his final report.

You will be all too aware that whole class teaching of synthetic phonics to
four year olds in the reception year remains a recommendation. You have
probably heard that Lord Adonis is suggesting that the National Curriculum
should be amended to make this mandatory, and that local authorities are
being asked how they plan to "enforce" (sic) the Rose recommendations.

There is much with which EYCG can concur in the report, but it is hard to
see how the emphasis on speaking and listening, and the rich experience of
communication, language and literacy that schools and settings are
encouraged to provide can sit alongside premature instruction in phonics, so
the campaign must go on. As Jim himself says, ultimately, it is down to
teachers to exercise their professional judgement, so we want to help them
to have the courage of their convictions. Of course phonics has a place in
helping beginner readers; our argument is against the imposition of a method
on large groups of very young children.

In order to illustrate the farcical expectations of people who think this is
a good use of children's time, EYCG is collecting an anthology of anecdotes
about the enlightening ways young children interpret phonics work. If you
have any to contribute, please do let us know, if possible by the end of
May.

Professor Emeritus Tricia David is planning a letter to the Sunday Times in
response to Ruth Miskins' proposals for phonics for babies that were given
column inches last week. Please could you let Tricia know at once via
t.david@homecall.co.uk if you are happy to add your name to her letter - she
would like to have as many signatories as possible.

We are thinking around other possibilities, as you can see in the second
attachment. If you have further suggestions, please do let us know. We are
particularly interested in hearing from anyone involved in the early reading
pilots, or in developing the inservice training planned for the autumn term,
and would welcome accounts of any actions you are taking.

Wendy Scott

Wendy Scott
Peter House
Braithwaite
Keswick
Cumbria
CA12 5SY
Tel: 017687 78076
Mobile: 07966 77 11 07

Date: 23.1.2006 For immediate release

Yet another year starts with an assault on the right of young children in England to enjoy a stress-free childhood. The Government announced before Christmas that synthetic phonics should be taught first, fast, and to the exclusion of other methods, to children by the age of five in England.

The Early Years Curriculum Group agrees that phonics has a place in the teaching of reading but firmly rejects the demand that this teaching should start before five. It is wrong to expect a child not yet able to pronounce words clearly to be capable of decoding phonetically. Teaching phonics too soon risks damaging children’s sense of achievement and self worth. There are many more productive activities for children under five wherever they are. Children can learn phonics very quickly later, when they are confident communicators and have enjoyed a wide range of rhymes, songs and stories that excite their interest in language and their motivation to read for themselves.

The Scottish research on which the new policy is based looked at the success of different methods of teaching children from the age of five, not before. That research measured success in Scottish schools, where children were taught by qualified teachers. That would not be the case for under-fives in England who are in a wide range of settings, most without qualified teachers.

Phonics teaching should not start until Year 1 when all children will be of statutory school age and when they are more able to learn from direct instruction.

We urge all parents, practitioners and managers concerned with 3-5 year olds to SAY NO to government directives which ignore children’s developmental stage and which risk putting them off books and school for life.

Contacts

Sally Barnes 07759 343335 sally.barnes3(at)btopenworld.com
Margaret Edgington 07788 803912 edgington@madasafish.com
Janet Moyles 0116 2100411 j.moyles(at)ntlworld.com
Linda Pound 020 7753 5400 lindapound(at)hotmail.com
Wendy Scott 017687 78076 mwendyscott(at)btopenworld.com
Pauline Trudell 07966 713909 pauline.trudell@btopenworld.com

The Early Years Curriculum Group consists of recognised early years specialists working as leaders in schools and centres, and in advisory and academic roles at national level. The group has a long record of campaigning on early years issues, based on members’ combined expertise gained through study and research as well as long experience in working with children, families, students and colleagues across the country and abroad.

Members of EYCG believe that:

Young children in England should not be pushed into formal education too soon. As in other successful countries, they need educational experiences which support a love of literacy and which lead to fluent reading. Hence adults should:

• encourage children to enjoy the sounds and rhythms of language
• take every opportunity to foster a love of stories, books, songs and rhymes
• encourage communication, including early reading and writing, in children’s imaginative play
• provide a learning environment that promotes talking and listening, and the exchange of thoughts, ideas and feelings
• recognise the different ways that children come to read and write and extend them
• protect children from the pressure to achieve unrealistic or meaningless goals.

Other aspects of learning are equally important, and inter-related. Adults should also support children in play activities and thus:

• give high priority to the development of positive relationships and self-esteem
• encourage children to feel motivated and excited about learning
• enable them to become creative, imaginative and resourceful
• promote the value of risk taking and problem solving
• work alongside parents to build on what children already know and can do.

Below are further details of key points for effective early literacy teaching and relevant references, together with details of the Group’s earlier publications.

 

EARLY YEARS CURRICULUM GROUP

SAY NO TO PHONICS BEFORE FIVE

Key points, with supporting references

• Statutory schooling begins the term after children reach the age of five, so there can be no guarantee that all children will have a term in the reception class - summer-born children may go straight into Year 1, which is a pragmatic reason to delay direct teaching of phonics at least until then.

• Evidence from the Clackmannanshire study has been oversimplified. The children involved were not under five, and the advances reported relate to reading lists rather than text. All were in school, with qualified teachers.

• The conclusions of the Education Select Committee on teaching children to read have not always been accurately reported. Their report acknowledged the importance of teaching phonics, but not for children before five, and recommended that the DfES should commission further research into early reading.

www.publications.parliament.uk/pa/cm200405/cmselect/cmeduski/121/121.pdf

• There is no evidence that thought has been given to the enormous implications for training, for teachers as well as staff working in the non-maintained sector, should this proposal go through.

• Teaching phonics first and fast by five years to large groups of children in reception classes is counter to well researched high quality practices in the early years and to the principles underpinning the Curriculum Guidance for the Foundation Stage (which has statutory force).

• There is a lack of consistency in the government’s approach – Excellence and Enjoyment proposes personalised learning, and teachers have been granted preparation time in order to be able to differentiate their planning more effectively. The youngest children in school need an approach which takes account of them as individuals even more than older, experienced pupils. The Rose interim report proposes a ‘one size fits all’ policy; that is, one method of teaching phonics should be applied to all children irrespective of their current literacy knowledge and their different ways of learning. The Early Years Foundation Stage: Direction of Travel notes from the Sure Start Unit (2005; #2) state that:

www.surestart.gov.uk/events/newsevents/whatsnew/index.cfm?news=168

Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project. Technical Paper 12. The Final Report. Effective Pre-School Education. London: DfES/Institute of Education, University of London.

• Phonics is an important strand of learning to read, that is taught more effectively when children are older, and able to learn the rules quickly and without confusion. There is little logic in expecting a child who is not yet able to pronounce words clearly to be able to decode or encode phonetically.

 

• Learning to write and to spell helps reading, and the three strands support each other as children move through Key Stage 1.

 

• Children in other countries are not expected to start formal learning until they are six or over, even where links between sounds and letters are more predictable than English. There is no evident benefit in learning to decode print earlier, as children catch up, and retain their motivation to read.

 

• There is concern at the way that the advice of early years experts has been ignored. Evidence from wide ranging research and experience shows that how individual children learn is as important as the content of their learning. Young children learn best in a context which has meaning for them.

• Parents know that their children learn through different approaches to reading and writing.

• Results nationally from the Foundation Stage Profile have shown a consistently low proportion of children succeed in reaching the early learning goal on linking sounds to letters and also the goals for reading and writing. These goals (along with one for mathematical calculation) are arguably unrealistically high, having been set originally at the equivalent of level 1 in the National Curriculum to meet the demands of the National Literacy Strategy.

www.dfes.gov.uk/rsgateway/DB/SFR/s000608/index.shtml
The 2004 results are available on www.dfes.gov.uk/rsgateway/DB/SFR/s000566/index.shtml

• The shortage of specialist inspectors with knowledge of the early years means that OFSTED judgments may carry undue and unjustified weight. Inspection recommendations can be confusingly in conflict with advice from other sources.

• Some groups of children are at particular risk from an inappropriate emphasis on formal teaching, including many boys, those in the early stages of learning English, and children with special social and educational needs.

• Brain research shows that young children are active learners who need to bring together and consolidate a variety of experiences across all areas of learning through play. In the Foundation Stage, children should have opportunities for plenty of imaginative play and to be physically active.

www.parliament.uk/post/home.htm 2000

• The best starting points for literacy are what children are interested in, and what they have already learned from their experience before they come to school.

Wells, G. (1985) Language Learning and Education. Windsor: NFER/Nelson.

• Confidence and competence in speaking, listening and social interaction are the most important underpinning skills for literacy.

 

• A wide range of combined strategies is needed for successful reading, and children vary in their preferred approach and the rate at which they learn.