Progressive early-years approaches and the disadvantaged learner – the case of the Welsh Foundation Phase

Abstract

Research increasingly shows early-years education can have positive impacts on longer-term outcomes, especially for children from socio-economically disadvantaged backgrounds. However, the impact of large-scale curriculum reforms is not well understood. Embedded within international debates on educational approaches, this study addresses a gap in empirical knowledge by investigating the impact of a progressive, statutory, curriculum reform - the Foundation Phase (FP) - introduced across Wales with an aim of improving children’s life chances, especially those from disadvantaged backgrounds. It both examines the extent to which the FP has impacted attainment in the early-years and mitigated the impact of poverty on pupil outcomes, and how it is enacted and perceived by practitioners, particularly in relation to these learners. A three-phased sequential mixed methods approach was adopted. Phase One drew on a statistical analysis of administrative attainment data for all Year 2 pupils over a six-year period; Phase Two on a national survey of FP Lead Practitioners; and Phase Three on an analysis of data derived from semi-structured case study teacher interviews. Data from an earlier evaluation of the FP was also used to make comparisons over time. The findings exposed an important contradiction: despite improvements in overall attainment and reduced poverty-based gaps at lower levels, progress towards mitigating poverty’s impact on higher levels of attainment was limited. However, an increasing proportion of teachers felt that learners from disadvantaged backgrounds especially benefited from the programme. This needed elucidation. Subsequently, the research raised concerns about how attainment in the early-years is understood and measured, how this impacts practice, and that under current funding arrangements, tensions particularly unique to schools in disadvantaged areas, may limit teacher and pupil capacity to engage with the curriculum’s design. Important implications for equity and social justice are identified for consideration in the implementation of similar curricula in schools in disadvantaged areas and the new national curriculum in Wales