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Sightlines Initiative Network member Gillian Reece-Jones has been reflecting on a recent positive encounter with parliamentarians, recounts that they were open to learning from the profession, and invites us all to connect more with politicians.
Like many of you these days, I seem to be continually accosted by emails,usually from the DFE, to respond to consultations on prospective changes to policy on what is inevitably called these days 'the early years sector'. I usually sigh and mutter 'lip service ' and 'waste of time', then dutifully compose a piece that advocates my long held principles of early education, which even as I press 'send' I feel is bound to be left unopened and unread.
Initially I had the same thoughts when I was invited to attend an APPG meeting (All Party Parliamentary Group on Childcare and Education) last week. The intention of the Zoom meeting was for representatives from early years to brief MP's and members of the House of Lords on the viability of the 'early years sector' and the flyer didn't sound too appealing and frankly not my usual cup of tea.
"With the early years and childcare sector integral to the national economy and society, providing vital services to workers across the country and high-quality early years education, providers have called for this APPG session to convey deep concern that unless action is taken to protect the sector, long-term damage to economic recovery and future economic growth will be stifled, as well as a permanent scarring of those vulnerable children who most depend on high-quality early years education."
As you can see from my italics, early education and the needs of vulnerable children seemed to be very much an afterthought and the central discussions would be around the child as a' commodity: 'human capital being educated and trained for the economic needs of the future.
I would normally have deleted immediately but I am in the latter stages of writing up a Master's dissertation on 'school readiness' from a practitioner's perspective and the human capital theory has appeared in many of the academic papers I have been using so thinking I might be able to use the discussion in a paragraph or two,I accepted the invite to attend and joined the Zoom.
As we have all found in recent months, Zoom calls are difficult, especially with large numbers but apart from the fact we only saw the Chair of the APPG ,Steve Brine MP, and the three invited speakers and only heard from them and the Parliamentarians, the ongoing text chat from those like me attending in the background illuminated and brought the meeting to life.
Steve Brine in his introduction stated that he had already spoken to Rishi Sunak about the importance of early years to the economy and that there needed to be a full review on childcare and early years education. The APPG were petitioning for a debate in Parliament where they would seek All Party support for a review.
Helen Donohoe, policy advisor from Pacey, talked about early years requiring a long-term strategy for direct funding and that the current Pupil Premium system requiring parental application, was over complicated and time consuming for settings to administer.
She also stated that any review should revisit recruitment; by improving the perception of working with young children, with a recognised career and pay structure would create a profession that was aspirational and attractive to a young and diverse workforce. Level Three staff and above are leaving the profession in droves year on year. She also indicated that the needs of parents and how they are supported particularly after COVID-19 needs to be urgently addressed.
The committee members of APPG asked lots of questions about the current pay rates and the qualifications and these were answered by Helen but also by those on the ongoing text chat.
Julian Grenier, Head Teacher of Sheringham Nursery School and Children's Centre, was the next speaker and obviously in agreement with Helen. He discussed the priorities for a 'meaningful review'and suggested a re-visit to the Nutbrown Review to implement those recommendations and stated that 'graduate leadership requires a qualification and career framework and public funding requires clear processes and defined outcomes'. His ten-minute section was very cleverly constructed as he put up simple slides with the front page of the Nutbrown Review and the EPPSE 3-16+ report along with pictures of children from his nursery. This was for the APPG committee to take note of for further reading whilst ensuring their thoughts were very child-centred.
Julian also talked about the importance of community and how funding at the grassroots level is so important to addressing the issues and needs in areas of high disadvantage .There were lots of questions from APPG members and one was on 'school readiness.' Julian directed them to read the UNICEF document 'School readiness and transitions' which not only asks 'is the child ready for school' but also 'is the school ready for the child' and 'is the community ready to support them?'
This created a lot of interest from the MPs and the in-text chat discussed organising, leading, and funding early years settings at the local community level and how that might be achieved. I could feel a small chink of possibility at that point.
Julian also highlighted that the 30-hour funding formula is propelling the 'Matthew Effect' i.e.'the rich get richer, the poor get poorer' and that nurseries in disadvantaged areas have the least funding and employ the least qualified staff.
He then posed a question for members of the APPG to reflect on.
What is childcare and early education for? Is it: 1) childcare for working parents? 2)Early education for young children? Or 3) Promoting more equal life-chances?
There was discussion about the DfE and the civil service within it and how unresponsive it is to MPs questions which I thought begged the question if they don't listen to you how can we expect them to listen to us!
The third speaker was for me a disappointment. An American, Dr Jenna a paediatrician, launched into her work on human investment in America(It was the longitudinal High Scope study) and of course mentioned her 'award winning book'. I think the turn off for me and many others was the neuroscientific explanations for unlocking the potential of babies learning. It was all delivered so quickly even I only caught half of it.
After further discussions when the APPG members were asking lots of questions or responding to items in the chat, the meeting finished, all wrapped up in an hour.
Was it useful?Yes, I think was. Would I attend again?Yes, I would.
The APPG are an informal back bench committee from the Commons and House of Lords and as a committee have no formal powers as a Select Committee has. However they all sit in their respective House and by being in dialogue directly with people from the early years community on a regular basis surely they must be able speak with a clearer understanding on the issues we all currently face? The MPs attending were clearly impressed by the degree of professionalism amongst the educator participants and became very open to supporting the re-framing of education from a value-led, professional starting point.
The early years community is fragmented by all the different types of settings and funding, i.e. PVI or grant maintained and of course by the different pedagogies (those 'alternative narratives') we embrace in our principles and practice. These are all reflected in the ever increasing number of 'bodies' representing specific areas of early years and whilst I know they are extremely supportive to their membership in offering training and network opportunities they do rather keep us all separated.
We need far more opportunities to work in a pluralist way on the issues that affect us all, and not only dialogue together but with those with the influence and opportunity to make changes for the better. The 'More Than a Score' group in which Sightlines Initiative participates, are doing this to great effect, and the new Early Years Coalition is a great prospect.
So instead of feeling as a community that we have to shoehorn our pedagogy into an ever tighter space and be compliant/resistant to the constant imposition of policy and inspection on our practice let us instead start ever so slowly to take back control. Let us reach out to Montessori, Froebel, Pikler and Steiner and other colleagues who are already finding common ground to confront the dominant discourse which currently ignores us. Let us ensure that when bodies engage on 'behalf ' of early years we are represented and have a place at the table too.
Finally let's use the democratic rights we all have to participate with groups like the APPG, but also to answer those calls for evidence from the Education Select Committee who regularly call the DfE and Ofsted to attend and account for their actions relating to early years (check out the Parliament website) as well as those from the DfE.
Years ago, at a Sightlines Initiative Conference, Peter Moss called us 'early years guerrillas': well the time for subterfuge is over.We need to come out from cover and engage.
So for 2021 the words I will try to live by are 'dialogue ', 'courage' and 'patience' …what are yours?
Gillian Reece-Jones is an early years educator, was a governor of single primary academy which she led as Chair into a MAT co-created with four other schools. Currently she is working full time to complete a Masters in Early Childhood before deciding whether to continue with academia and (when Covid allows) continue to work with parents and children under two.
Well, the testing of five year-olds has been postponed - for a year - by the UK government. It has taken the force majeure of the virus epidemic to attain this - human words were not shifting them. For them, successful education still means intensive testing though, and they are keen to retrieve the situation and return to 'business as usual' - and for children to 'catch up' on their missed lessons.
In the meantime, many educators are striving to point out that 'good education' does not comprise intensive testing and 'catching up.' Here is an extract from a notable recent letter to parents from the head teacher of Kirkoswald Primary School, Cumbria:
"I would like to urge you to consider, not what children have missed out on but what they have gained from this situation. Some have learnt to follow a recipe and cook, to iron, to bake, to hoover, garden or identify wildflowers, trees and birds. Some have responded emotionally and creatively to the circumstances in the form of poetry and art. Education is not a linear experience, it encapsulates our entire lives and we learn forever. The children of this time, like the children who endured the Second World War, will have experienced something that will shape them for the rest of their lives. They may have learnt to be happy in their own skin, enjoy solitude, be self-reliant, resilient and resourceful. They may have benefited from the lack of structure and the cessation of the frantic pace of dashing from school to swimming lessons, gym classes and karate.
I have observed children doing things independently and learning to fill their time constructively, whether that be scootering to Lazonby or going for a bike ride with a friend. Too many of us, these days, are scheduled to death and don't know what to do with ourselves when we are given time. Let us hope that this time has gifted the children of this generation with an ability to take time out, reflect and be simply themselves. These are such precious gifts that will serve them well into the future.
What I am trying to say is that children do not need to catch up, they need to be allowed to recover from a set of circumstances that 6 months ago may have seemed inconceivable and that in the experiencing they have been equipped with new skills and attributes to support them through this.
The children of the 2020 cohort have missed national assessments and testing if they were in reception, Y1, Y2, Y4 and Y6 and this will have absolutely no impact upon their future achievements. ALL children have missed school and there will need to be flex and adaptation within the system, into the future, to allow for this. Maybe we could dream of a time where schools are able to measure the things that we value rather than value the things that we measure."
Greta Ellis: Head Teacher, Kirkoswald Primary School, Cumbria
(full text here)
Our government may have moderated its enacting on education but it has not changed its mind: educators and parents together still need to make the case for a humane foundation for education, on behalf of our children.
It looks as if we will need to be as forceful as a virus to have a lasting effect.
Hats off to all who, like Ms. Ellis, are making a stand, and telling a different account of what is important.
Here is another in our suggestions series: Learning Together at Home (If you haven't already, click on the link to sign up for news and to participate.)
We would like to invite the children to design and make and robot and tell us what it is for? It will give them the opportunity to use their imagination, design ideas, making skills, to problem solve and share their thoughts and creative ideas. They could re-purpose household objects, use recycling material and other materials from around the home (with your agreement). Please send us photos of what the children have made or a photo of their drawing of what it could be; and the children's thoughts on it for us share.
" We would like to invite you to make a robot and to tell us what it is for? You could use recycling materials or re-purpose household objects or materials, but please do ask your parents first before using anything. We would love to see your imaginative ideas, your designs and what you've made. If you prefer to draw rather than make, you could draw you're design. Tell us about your thinking in designing and making and your ideas about what the robot would do?"
Here's a first example, from Edward and Thomas, in Penrith: