26 June 2015

By Dominic Wyse, Rosemary Davis, Phil Jones, Sue Rogers

If asked to summarise the main features of current early years and primary education policy, a teacher might be forgiven for homing in on the following: over-reliance on synthetic phonics; continual performance monitoring of narrowly measured learning, in a limited number of areas; challenges to play-based learning; and reductions in professional agency. (more…)