What constitutes high-quality early childhood provision? In consideration of this question, the assignment will reflect critically on statutory descriptors of quality early childhood provision. It will analyze current policies and laws drawing historical and international references for comparisons and contradictions. When first considering the need to provide state child care services for early childhood, the importance of the home was highlighted in the statement: "The home offers advantages for the early stages of an education which cannot be reproduced by any school or public institution." Acland Report (1908) It was also recognised, however, that the home was not always the best place for young children to develop. Serious concerns have been highlighted regarding the options for declaring the supply offered. Children may be left unattended or in the care of a neighbor or professional "guardian". Both options were considered unsatisfactory and it was decided that good quality state provision could be achieved by commitment to four categories; The premises, the curriculum, the equipment and the staff. The premises: The need for internal and external areas, each offering safe play environments, has been stated for the premises with the aim that this is observed in the optimal curriculum. The curriculum for preschoolers seeks learning to occur through play and exploration. “Formal lessons in reading, writing and arithmetic should be strictly excluded, and no inspection or examination of results in such subjects should be permitted.” Acland (1908). The importance of not formally evaluating preschool children was further established more than eighty years later; Children's attainment in the formal areas of mathematics and English is outdated. Looking at the Early Years Foundation Phase (EYFS) (2012), it is possible to support the position that assessment is central to early years practice. Standardized and universal summative assessment is described as narrow but necessary at a national level to identify any areas for improvement. As a measure, "each child's learning and development is 'emerging,' 'expected,' or 'exceeding' the descriptors of each objective." The objectives described are broad and far-reaching. From the Program of National Strategies on Social and Emotional Aspects of Development (SEAD), which measures self-confidence and self-awareness; Manage feelings and behaviors; and Building relationships and understanding others.