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<p>I refer my Rt Hon. Friend to the answer given on 8 March to PQ 29735, which I have
also set out below:</p><p>The Department for Education recognises that play has an
important role in supporting all young children to develop and prepare for later learning.
The importance of play is already recognised within the early years legislation covered
by Parliamentary Under-Secretary of State for Childcare and Education’s portfolio.</p><p>
</p><p>Play is covered in the statutory Early Years Foundation Stage framework and
states: “Each area of learning and development must be implemented through planned,
purposeful play and through a mix of adult-led and child-initiated activity.”</p><p>
</p><p>Staff working in early years settings as Early Years Educators (level 3) and
Early Years Teachers (graduates) are required to have an understanding of different
pedagogical approaches, including the role of play in supporting early learning and
development. The criteria for the Early Years Educator and standards for Early Years
Teacher Status qualifications are set by the department. However, it is the responsibility
of early years settings to provide play opportunities for their children and pupils,
including those with special educational needs and disabilities.</p><p> </p><p>Ofsted
registers childcare provision on the Early Years Register and the General Childcare
Register and conducts a regular cycle of inspection to ensure that provision meets
the required quality and safety standards.</p><p> </p><p>In judging the quality and
standards of early years provision, Ofsted inspectors must assess the extent to which
the learning and care provided by the setting meets the needs of the range of children
who attend, including the needs of any children who have special educational needs
or disabilities. At August 2015, 85 per cent of providers on the Early Years Register
were rated good or outstanding for overall effectiveness. This is an increase of 11
percentage points since 2012.</p>
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