Through research, there are three specific strategies that are used throughout the foundation phase that supports effective learning in a classroom. Using academic literature and support from government documents, which support effective learning strategies. Throughout the research and observations and how these strategies improve children’s positive learning that also enhances inclusive education for all pupils. The setting uses group work for activities, which are included in the curriculum. Being in foundation phase, the classroom is a noisy, busy room for 4-5-year-olds. With regards to numeracy and literacy, a teacher takes a small group of children to a quiet room where there are no distractions. Also, it has been studied by theorists that children work well in mixed ability groups. The other strategy that has been recognised to help children throughout the foundation phase is outside using different materials to enhance literacy, for example, exploring the environment, ordering numbers, creating patterns using leaves and even role play. This is supported by the Welsh government. The third strategy is analysing their own work through a traffic light system; red means that the child did not understand or needed extra help. Amber means that they needed little help. Green shows that the child had a good understanding. This is shown through Chris Watkins theory of learning is being taught, and how the child interprets the learning and is able to pass on the information. 
During the children’s time in foundation phase, which was introduced in 2004, there were changes made by the Welsh government in September 2015 to incorporate LNF (literacy and numeracy framework) to assess children’s abilities and development in four areas of learning. These are: 
•	Personal and social development, well-being and cultural diversity, language, literacy and communication skills, mathematical development and physical development. This is a key part in the government’s early years assessments and framework (Welsh government UK) has been designed to be carried out by health professionals. This will enable early identification of possible developmental delay, additional learning needs and will inform the provision of additional support for children who need it (Welsh government).
Due to these changes, the setting has made provisions for small groups of children around Reception age to leave the busy setting – the classroom. To enable the children to work in small groups, working together, doing language – maybe reading, playing a game or doing worksheets with a member of staff. Also, working through problems together (LBKO) (Watkin P14 Learning a Sense Makers Guide). This also covers the framework of children becoming social and learning from others. This helps teachers and other members of staff to recognise difficulties the children may be displaying. Some children can go unnoticed in a busy classroom so it can give them a chance to voice their ideas, which can be beneficial as the children are not shouting over each other, and learn to put their hands up, which gives children a foundation and gets them ready for Key Stage 2. 
The other advantage of working in small groups for short periods of time i.e. 10-15 minutes is that time is precious in school and that the children share special news or what they feel is important to them, especially those children who are not listened to at home, as the setting is in a deprived area and there is nothing more rewarding than when the child is pleased with him/herself when they achieve, which also builds a child’s self-esteem and confidence. 
The only disadvantage of this practice is that sometimes there isn’t a room available and then the children do not have quiet time and this shows in their work. Also, government cutbacks can cause problems with lack of funding, lack of members of staff again meaning that there is a lack of support available for the children to be supervised and helped with their activities. 
The setting also uses speech and language links, this is a multimedia package that will assess a child for language difficulties. The programme is tailored, and helps to identify pupils with understanding language difficulties after a child has done a standardised assessment, the programme will provide information and resources that will particularly cover the child’s problem areas. Teachers and support staff have had relevant training, parents are informed and the resources can be used at home to improve a child’s basic concepts of on, in, under, in front of and behind. The standardised assessments are used with adult supervision to examine key areas of understanding. The report can identify children requiring school-based and those children which may need to be referred to speech and language therapy.
Once a child has been identified, the programme will keep the child’s details when they are tested again a year later, which will show a child’s progress and also can identify if there has been a decline. This may be due to English being a second language, lack of parental home support or a child still waiting for an appointment for speech and language therapy. This strategy has been proven to be beneficial to learners. This has been beneficial for members of staff to have a better understanding of how much the children understand instructions, interpret class rules and how the children communicate. Working for a maximum ten minutes a day depending on difficulties whether the child requires small group work or needing one-to-one support. This can benefit the child by identifying problems at a young age and with help and support can set a good foundation for learning. 
The assessment process if long and takes a member of staff out of the setting, which when there is a class of 30 children, again the setting is small and finding a quiet room for the child to sit without distractions and also a strong internet connection is required. During October assessments, the programme crashed due to many schools on the programme at the same time. The assessment had to be postponed for a week. Technology is fantastic except for when it does not work. 
The third strategy in this assignment covers the children assessing their work, which is looked upon by the school inspectorate for Wales Estyn. By using a traffic light system, as spoken about earlier in the essay, and teacher using controvert principles to encourage and accept pupils’ initiative enables the children to achieve positively. This also encourages the children to have an active role in their learning process. With support and encouragement within the right balance can give children confidence, not shying away, not feeling disappointment, which can cause low self-esteem. Using a traffic light system can be beneficial throughout the early years, which enables the child to show teachers what problems they may be experiencing in certain areas of the curriculum. 
These strategies that have been observed throughout the foundation phase have been shown to give children the best foundations for a child’s learning. Through discovery, teachers setting short tasks that are enjoyable to keep the children interested, even though covering the same task by using outdoors, different materials, for example, playdough, drawing numbers using shaving foam and using different consistencies in materials enhances the children to become inquisitive. Adding bright colours, hiding objects in the sand for the children to find helps to keep children focused and on task.
However, each of the strategies I have used from the setting show a positive approach to children’s education within the setting. There are disadvantages, for example, time is a big issue as time is precious and, as I have mentioned previously, when technology is not complying the settings, planning does not run accordingly and the structure of the school day is disturbed. 
Furthermore, when children’s attendance is poor, especially when speech and language assessments and observations are taking place, education could be detrimental to the child. As mentioned previously, the setting is in a deprived area where parents are unable or uncooperative in participating in homework or language link activities at home, which especially during weekends and school holidays the child may not progress onto the next section or in some cases, the child may have forgotten. 
Group work again in my conclusion has positive and negative responses. The positive is that problems can be identified, which also gives a chance for the children to problem-solve and work as a team together. The negative factor is finding a room available. Working in mixed groups, where the more able and talented children will do the problem before the other children have had chance to even look at the task. Personally, I would regroup to give each individual a chance to complete the tasks together. 
Throughout my research, strategies that are used in educational settings have both positive and negative outcomes. Trial and error is used and young children need stimulation tasks that keeps them interested. Learning through enjoyment helps children to have a positive view on school and education. In my opinion, this will improve on attendance and children wanting to come to school and socially improve their outlook on education.