ABSTRACT
This chapter looks at the impact of the requirements of the Foundation Stage curriculum in the past two years on leadership and management in early years settings, and shows how different settings have adapted their practices and restructured roles and responsibilities to meet the ever increasing demands on the headteacher's or manager's time. In recent years, there has been a significant increase in the range of responsibilities now part of the headteacher's role in early years centres, Early Excellence centres and nursery schools. The change that is most pertinent to this book is the statutory requirement to implement the Foundation Stage curriculum. However, there are several other changes which have an impact on the leadership and management roles of headteachers and managers. These include: financial management; performance management; extending the nature and range of provision; and training. A tier of super headteachers are emerging via Early Excellence centres, Beacon nursery schools and from the increasing number of head teachers who have very successful Ofsted inspections each year as listed in HMCl's Annual Report to Schools (Ofsted 2003). There is a career path for recently qualified early years practitioners and for those who may not have qualified with a degree in early years but who wish to pursue a career and ultimately aspire to leadership in this area. Changes to the requirements of the SEN Code of Practice now rightly give greater responsibilities to early years settings to identify and support children with special educational needs. There are specific roles and responsibilities for the headteacher and / or teacher with this area as their responsibility which will be discussed.
