Mary Jane Drummond writes with disappointment about the implementation of the foundation stage in reception classes ( TES, 28.11.03 ). How right she is to say that for many reception children literacy and numeracy dominate the curriculum.
Many reception teachers are working alone in the foundation stage in schools which do not have their own nursery as an example of good practice. It can be an uphill struggle to fight their corner in a climate of targets and SATS results.
Lack of proper funding to meet the curriculum needs of these pre-school children, such as having appropriate staffchild ratios, proper play equipment and outdoor play areas, lead to a feeling of
frustration for reception class practitioners. Many are still governed by the ordering of a school day with breaks, lunchtimes and assemblies.
There is still a huge issue of educating parents, school staff, governing bodies and some head teachers, as to the value ofnbsp; young children learning though play experiences. The foundation curriculum documents do not go far enough to support us.
Someone should be brave enough to reviewnbsp;goals for numeracy, and in particular the literacy strategy, and move the requirements for these up to Key Stage One, and let young children spend their time exploring, talking, thinking and learning.
Jacquie Long
Wigan
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