Module 8 -EYFS and Educational Philosophies and Exemptions to the EYFS

 

EYFS and Educational Philosophies and Exemptions to the EYFS

Summary/What you will learn

• About Montessori education and its relation to the EYFS

• How Steiner Waldorf education differs and how it relates to the EYFS

• When you can apply for EYFS exemptions

• The exemption application process

• What to do once you receive your exemption

 

8.1 Module Introduction

Parents are now able to choose which educational philosophy they agree with most when figuring out early years education for their children.

The EYFS does tie numerous educational frameworks together, but some parents prefer to use a different approach for their children. Understanding each approach, even if you do not plan to teach at those types of schools, can help you learn how to become a more effective early years educator.

Almost all philosophies, including the Montessori Method and the Steiner Waldorf approach to education, have aspects you can use, regardless of your early years setting.

It is also a good idea for all early years providers to have a solid understanding of the available exemptions to the EYFS. You may wind up at an independent school or a facility with pre-established principles that conflict with those set out in the EYFS framework. If that is the case, you need to know the exemption application process.

This module discusses both the Montessori and Steiner Waldorf educational philosophies. We also talk about how each practice relates to and works with the EYFS framework. The module also covers the various EYFS exemptions available, along with the correct application procedure. Finally, we talk about what to do once you receive your EYFS exemption.

8.2 Montessori Education and the EYFS

The Montessori Method of education was developed by Dr Maria Montessori, over 100 years ago.

It is a child-centric educational philosophy, one that asserts that the child is naturally eager and capable of learning. It is up to the educator and the child’s parents or carer to provide a supportive learning environment, prepared with the whole child in mind. These practices believe that the child can only learn if their physical, social, emotional and cognitive needs are met.

Essential Elements of a Montessori Education

There are a few items that most international Montessori organisations agree are essential elements of a true Montessori education:

• Mixed-age classrooms

• Children are permitted to choose their activities from a pre-set range of options

• Children are given uninterrupted blocks of time for work, usually about three hours

• Constructivist or discovery model of learning, where children learn through interaction with materials, instead of direct instruction

• Materials made out of natural materials, such as wood, instead of plastic

• Classroom materials are organised by subject, always within easy reach of a child and appropriate in size given the setting

• Children are permitted freedom of movement within the classroom

• Montessori teachers are trained to observe and respond to the child’s characteristics, innate talents, interests and abilities

Learning and Development Requirements in Montessori Schools

Proponents of the Montessori Method of education firmly believe that the only way children can meet their learning and development requirements is through the provision of enabling environments filled with positive relationships. This principle is very similar to the guiding philosophies of the EYFS. Montessori teachers believe that a child’s education should involve their parents or carers, as well as the community at large. They also feel strongly about providing children opportunities to develop and learn beyond the classroom.

The Role of Play in Montessori Education

Almost all early childhood educators agree that play is the best way for a child to learn, develop and grow. Play helps children learn everything, from early literacy skills and fine motor skills to simple addition and subtraction. Montessori education emphasises the importance of play, labelling it “work” to emphasise its important role in a child’s development.

Montessori classrooms include mixed-age groups of children, to promote socialisation across age groups.

Children often learn from one another and many early childhood educators rely on peer models to help exemplify behaviour and social expectations. Children from birth to age three are typically grouped together, with children from age four to six in a separate classroom.

Educators encourage children to choose their own activities from nearby open shelves. The children in your care then engage in what is called a work cycle. They work with a range of activities, all of their choosing, for a period of two and a half to three hours. Children can interact with as many or as few games and activities as they like. Likewise, children may play alone or in groups. The role of the teacher is not to dictate the course of play, but instead to observe.

 

 

The Legacy of Observation

Montessori teachers assess a child’s progress by closely observing them in play. You must be able to identify which children could benefit from extra assistance and instruction, simply by watching them interact with their peers. The legacy of observation is one tool used to monitor a child’s level of involvement and concentration in any given activity. The results can be used to identify areas of interest, strengths and potential areas of improvement.

Are Exemptions Granted to Montessori Schools?

There are no exemptions to the EYFS for Montessori schools. Educators employed by those facilities must ensure they meet the EYFS early learning goals in each area of learning. They are also bound by the reporting requirements.

Montessori educators believe they can continue to provide the same high-quality education under the EYFS framework, whilst still holding true to their established principles. Teachers are expected to be trained in the Montessori Method and have a strong understanding of the EYFS.

 

Fact

A 2021 study by A. Buldur & Gokkus Iclal revealed how Montessori education significantly enhances phonological and print awareness in children aged 4-6, showcasing the method’s impact on natural development and language materials.
Source: structural-learning.com

 

8.3 Steiner Waldorf Schools and the EYFS

The Steiner Waldorf approach to education is based on the work of Austrian philosopher and educator Rudolf Steiner, who believed that young children need to learn at their own pace.

This approach to early childhood education typically involves the whole family, with parent and child groups, child-led playgroups and nursery groups as part of the educational framework. Simply put, this approach to learning delays formal education in favour of a more play-based learning atmosphere. Proponents believe that children flourish in predictable, familiar and unhurried atmospheres that take into account their individual needs, wants and preferences.

Learning in these atmospheres is not subject-based. Instead of having time specifically set aside to teach specific goals, children learn about what they are interested in at their own pace. Educators believe that learning must occur side by side with experiencing daily life.

For example
Instead of a formal mathematics lesson, educators may teach children how to add when cooking.

A Steiner Waldorf Practitioner

Those who wish to become early years educators in a Steiner Waldorf setting must receive specialised formal training in Steiner educational philosophies. You must be aware of your own influence on the children in your care, both from an educational standpoint and a moral perspective. Steiner Waldorf practitioners are encouraged to be a calm presence at the childcare facility, helping children with independent play whilst still maintaining quiet and order.

The Steiner Waldorf Teaching Method

One of the guiding principles behind the Steiner Waldorf teaching method is the role of the teacher and the parent to help the child continue to grow and develop as they age. You must know how to provide a warm and nurturing environment, respecting each child’s unique way of experiencing life. This means eschewing formal teaching methods in favour of play and exploration.

Children learn most by imitating, so educators are encouraged to model behaviour, and social and life skills at all times.

Early years providers are also expected to reach out to parents, involving them in all aspects of their child’s education. This teaching method relies on a smooth transition from home to school and back again, which depends entirely on your ability to foster a good relationship with the child’s parents. Communication about strengths and possible concerns must occur, especially within this setting.

Exemptions Granted to Steiner Waldorf Schools

There are certain aspects of the EYFS learning and development requirements that were not compatible with the established principles of Steiner Waldorf schools. In 2013, all Steiner Waldorf schools were granted exemptions to the literacy, numeracy and technology aspects of the EYFS learning and development requirements. They were also granted a full exemption from the assessment requirements under the EYFS. Modifications to the communication and language, physical development, mathematics, understanding the world and expressive arts and design requirements were also granted, to allow Steiner Waldorf schools the ability to continue providing the level of education parents and proponents expect.

 

Fact

There are 23 Steiner Waldorf schools in the UK.
Source: goodschoolsguide.co.uk, 2024

 

8.4 A Guide to EYFS Exemptions

Early years providers who wish to obtain an exemption to the framework need to do so by applying to the Secretary of State for Education.

You must continue to deliver the EYFS in full until you are successfully able to obtain consent from the government.

Failure to do so could result in the closure of your early years facility and the imposition of steep fines.

Providers can ask to be exempt from fulfilling specific areas of learning, or they may request an exemption from the entire EYFS framework. There are two circumstances in which you may request these exemptions. The Secretary of State for Education does not grant them in any other situation. The first is what is known as the “independent school route” and the second is called the “established principles route”.

When Exemptions Are Not Available

It is important to remember that you cannot seek an exemption simply because you are temporarily unable to meet the learning and development requirements. There must be a specific cause. You can, however, seek an exemption for a specific child:

For example
If a child in your care is medically incapable of achieving success in one or more of the areas of learning.

There are a few exemptions that are not available to any childcare provider, regardless of circumstances. The Childcare Act 2006 prohibits any early years educator or provider from seeking an exemption to the safeguarding and child welfare sections of the EYFS.

Activity 1 – Think of the Children

Estimated time: 10 to 15 minutes
Take a few moments and research various medical and developmental challenges that may prevent children from achieving all learning and development goals as set out under the EYFS. Think about which ones would qualify for exemptions and which ones would not.

Are there any supports you could provide to help the child meet those goals? For example, if you have a child with a visual impairment, do you need to file for an exemption from the literacy goals, or could you instead offer additional support?

Remember, if there are tools or devices you can offer the child to help them reach their goals, they do not need an exemption.

 

8.5 The Independent School Route

If an institution is a registered independent school, but not an academy or free school, they can apply for an exemption for students over the age of three, as long as they meet the qualifying requirements.

Early years providers who choose to use this route may be granted full exemption against all learning and development requirements.

A Direction made by the Secretary of State for Education established the conditions all independent schools must meet if they wished to receive an exemption from all learning and development requirements.

Requirement 1: Quality Threshold

The facility must meet a quality threshold, as established by the school’s most recent inspection report. Schools with a separate EYFS judgement section must have been rated “good” or better in the “overall effectiveness of the EYFS” category. If the school does not have a separate EYFS judgement, they must have a report from the Independent School Standards. This report needs to state that the school meets the “spiritual, moral, social and cultural development” standards.

Requirement 2: Consultation and Continued Contact with Parents

Before you apply for the exemption, your school must consult with parents about the change. In doing so, you need to explain the exemption you are seeking in full detail, including the anticipated educational outcomes in both scenarios. Parents must be given a reasonable period of time in which to provide their feedback.

Schools must also let prospective families know about their intention to seek an EYFS exemption. Failure to do so may mislead parents about the educational goals of the facility; which in turn can result in fines, penalties and potential lawsuits.

Requirement 3: Informing the Local Authority

After you consult with the parents at your school and have decided to proceed with your application, you must then inform the local authority. This notification lets them know you plan on contacting the Secretary of State, through the Department for Education.

Requirement 4: Notifying the Department for Education

The final step is to notify the Department for Education that you are seeking an exemption. If you are part of an independent school association, this step can be done en masse, with one application covering each member school. You are also free to complete this step on your own, depending on the circumstances.

Your exemption is “taken up” or granted on the date you notified the Department for Education, assuming your school meets all the conditions. Acknowledgement is then sent to the school confirming the notification. Your exemption remains valid, as long as you keep fulfilling the quality threshold.

Notifications

There are templates for each notification your school needs to make available as annexes to the EYFS framework. Exemptions are not granted to schools that fail to notify the proper authorities of the method set out in the framework. Your facility must also notify the local authority and the Department for Education if you no longer meet the conditions for exemptions. At this time, you need to return to the EYFS framework, until you meet the requirements again.

 

Contacting the Department for Education

Independent schools applying individually can do so through email, using the template provided in the framework.

Your email must include the following information:

• Name, registration and all inspectorate numbers for the school

• Details of prior inspection judgements, including the name of the organisation

• Confirmation that you notified the local authority, such as a fax cover sheet, a read receipt, or courier documentation

• Information about the funding status of your school, including whether or not you receive local authority funding for free education spaces

• Confirmation that you have consulted with parents

• The name and contact information of a person at your school responsible for the notice

If your school is part of an association, you must contact the administrator or responsible party and let them know that you wish to seek an exemption. The association can then take over contacting each member school, as well as notifying the local authority and the Department for Education. Make sure you send the information for each member school in one email, to make the change from the EYFS to your own educational programmes easier.

 

8.6 The Established Principles Route

Early years providers who are unable to reconcile one or more elements of the EYFS with their own established learning principles, may seek an exemption, as long as they meet the qualifying requirements.

Exemptions are permitted with modifications made to the learning and development requirements. These exemptions are typically then turned into the exempted facility’s programmes, early learning goals and assessment principles. Applications are sent to the Department for Education, which issues Directions to each individual school or facility if the exemption is granted.

Any facility can opt for this route, as long as they meet the conditions outlined below. Schools and early years centres can request an exemption in one or more areas of learning. Full exemptions are not often granted using this method. Instead, partial exemptions targeting specific learning goals are the usual outcome.

Condition 1: EYFS Learning and Development Requirements Cannot be Reconciled with Established Principles

You must prove that your facility’s established educational principles conflict with those of the EYFS framework. This means identifying the specific area of learning and development and specifying exactly how it conflicts with your institution’s established principles. You must also set out your own educational practices. Some providers find it helpful to contrast the centre’s guidelines against those behind the EYFS, to clearly illustrate the conflict.

Condition 2: Consultation and Continued Discussion with Parents

The facility must also contact parents about their decision to seek an exemption to the EYFS. You need to explain the exemption or exemptions you are seeking and discuss how they impact the children in your care. It is important to let all parents and prospective parents know about your plans, so they can make educational arrangements for their children that suit their family’s needs.

Failure to do so can result in fines, penalties and even lawsuits.

Condition 3: Informing the Local Authority

As with the independent schools route, after you consult with parents, you must notify the local authority. Templates are available as annexes to the EYFS framework and guiding principles on exemptions.

Condition 4: Request the Direction for Exemption

The final step is to request a Direction from the Department for Education for an exemption for all or part of the EYFS learning and development requirements and/or assessment arrangements. Providers can find the required application form in the EYFS guidelines and guiding principles on exemptions.

If the Department for Education grants the exemption, it becomes effective the day they notify the early years provider. You must continue to meet the EYFS learning and development requirements until the day you receive notification that your application has been approved.

Submitting Your Application to the Department for Education

Once you send your notification to the local authority, you must then file your application with the Department for Education. The template for this application can be found in the annexes of the EYFS guidelines on exemptions.

Each application must contain the following information:

• Name, URN, address and type of early years provider/early years centre that is making the application.

• Name and contact information for the contact person for the facility.

• Confirmation that the local authority has been notified.

• Information about your school’s funding, including whether or not you are in receipt of local authority funds designated for free educational spaces.

• Name and contact information for the organisation responsible for inspections.

• Detailed information about the early years setting, accompanied by evidence and information about your facility’s established principle that is not reconcilable with an EYFS learning and development requirement. You must have one section dedicated to each principle and each section must contain detailed evidence arguing for the exemption. This evidence commonly comes in the form of published articles, peer-reviewed journals, books and reputable educational organisations.

• A summarising list of all the learning and development requirements, including assessment arrangements, for which you are seeking an exemption, accompanied by a clear explanation as to why one is required.

• The signature of the person responsible for the application, as well as the signature from another person who can attest to the truth of the application, such as another early years provider or manager of the facility.

Applications that do not contain each of the requirements above are considered incomplete and are returned to the facility. The Secretary of State typically renders decisions within 12 weeks of the application being received. Your application may be granted in full, granted in part, or rejected entirely. You must continue to teach under the EYFS framework until you receive notification that your application has been approved.

8.7 Once You Receive Approval

Be sure you keep copies of your approval status in an easy-to-find location.

Your facility is still subject to regular examinations from Ofsted, who may ask for proof of exemption status. There are a few other things early years providers should keep in mind after they receive their exemptions.

Notifying Parents

After the Department for Education approves your application, you must discuss the approval with the school’s parents. This is the required method under both the established principles and the independent schools approach. You need to tell parents that the application has been approved and that the facility is now exempt from part or the entire EYFS framework. This explanation must contain details about the exemption, the part of the EYFS no longer applicable and the expected outcome on each child’s development.

Renewals

There is no renewal process for schools in receipt of EYFS exemptions. They remain in place as long as the facility continues to meet the exemption requirements. If you no longer meet the requirements, you must contact the local authority and the Department for Education immediately.

 

Activity 2 – Draft a Letter to Parents

Estimated time: 10 to 15 minutes
Pretend a facility you work for just received approval for an exemption to one of the learning and development requirements. Pick an area of learning, such as technology or literacy and draft a letter to parents notifying them about this exemption.

Let them know why you have sought it out and what the impact on their children might be.

Assignment

EYFS and Educational Philosophies and Exemptions to the EYFS

Time: 30+ minutes

Hopefully, you took in as much of the information in this module as possible. To find out how well you have done, complete the following worksheet.

Download the worksheet below and complete.

Download Worksheet (PDF)

Module Summary

This is the end of the eighth module in the EYFS teaching course, discussing the EYFS, Educational Philosophies and Exceptions to the EYFS.

We began by talking about two of the most popular alternate approaches to early years education, the Montessori Method and Steiner Waldorf Schools.

We also talked about the various exemptions available, as well as the method of application.

Finally, we discussed what you need to do once you obtain your exemption.
The next module discusses the methods and reasons behind the promotion of child welfare in early years settings.

WELL DONE!

 

YOU HAVE MADE IT THROUGH MODULE 8!

 

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