Busting those myths! Gill Jones HMI Deputy Director, Education - - PowerPoint PPT Presentation

Busting those myths!

Gill Jones HMI Deputy Director, Education Policy @GillJonesOfsted May 2018

West Midlands, Ofsted Big Conversation May 2018 Slide 1

Slide 2

https://www.gov.uk/government/publications/inspecting- registered-early-years-providers-guidance-for-inspectors

West Midlands, Ofsted Big Conversation May 2018

Bold beginnings

West Midlands, Ofsted Big Conversation May 2018 Slide 3

West Midlands, Ofsted Big Conversation May 2018 Slide 4

Bold beginnings

Bold beginnings, Autumn 2017 Slide 1

In November 2017, we published a thematic survey report about the Reception curriculum in good and

• utstanding schools.

This report is one part of Ofsted’s ongoing work around the intention, implementation and impact of the curriculum in England.

EY thematic surveys 2014–2016

West Midlands, Ofsted Big Conversation May 2018 Slide 5

West Midlands, Ofsted Big Conversation May 2018 Slide 6

Why a specific focus on Reception?

West Midlands, Ofsted Big Conversation May 2018 Slide 7

West Midlands, Ofsted Big Conversation May 2018 Slide 8

West Midlands, Ofsted Big Conversation May 2018 Slide 9

West Midlands, Ofsted Big Conversation May 2018 Slide 10

West Midlands, Ofsted Big Conversation May 2018 Slide 11

West Midlands, Ofsted Big Conversation May 2018 Slide 12

West Midlands, Ofsted Big Conversation May 2018 Slide 13

Leadership – the golden thread

• Headteachers in the schools visited gave just as much attention to

the Reception Year as they did to key stages 1 and 2.

• They simply did not accept that children would, ‘catch-up later’.
• They recognised that children needed to be physically, socially and

emotionally ready for Year 1, but that it was also vital that they were well-prepared in reading, writing and mathematics.

• The roles and responsibilities of subject leaders started in Reception

and not in Year 1.

• For visited felt that the EYFS framework did not differentiate

sufficiently well between the different ages of children and the different types of settings they attended. Guidance for the Reception Year, specifically, was considered weak.

West Midlands, Ofsted Big Conversation May 2018 Slide 14

The Curriculum

West Midlands, Ofsted Big Conversation May 2018 Slide 15

• There is no clear curriculum for Reception.
• The lines between curriculum, teaching and assessment are blurred.
• Few schools recognised their wider provision as being part of their

curriculum: snack times, story time, use of the hall.

• Reading was at the heart of the Reception curriculum.
• Leaders and staff were less confident about teaching early

mathematics and found the progression to Y1 most difficult in this area of learning.

• Leaders also recognised the importance of resilience, perseverance,

concentration, the ability to listen, to take turns and to cooperate.

West Midlands, Ofsted Big Conversation May 2018 Slide 16

West Midlands, Ofsted Big Conversation May 2018 Slide 17

West Midlands, Ofsted Big Conversation May 2018 Slide 18

West Midlands, Ofsted Big Conversation May 2018 Slide 19

West Midlands, Ofsted Big Conversation May 2018 Slide 20

Assessment

West Midlands, Ofsted Big Conversation May 2018 Slide 21

• Staff told us that assessment of 17 separate early learning goals

(ELGs) was excessive and time-consuming.

• They supplemented their observations with other assessments,

where this was the most efficient way of recording a child’s success.

• Leaders were clear that more time should be spent teaching,

directly interacting with children, than capturing children’s strengths and weaknesses i.e. photographs

• In some schools, the EYFSP was only used as an end-of-year

benchmarking tool; it was not used for continuous assessment throughout the year.

Four guiding principles should shape practice in early years settings

West Midlands, Ofsted Big Conversation May 2018 Slide 22

• every child is a unique child, who is constantly learning and can be

resilient, capable, confident and self-assured;

• children learn to be strong and independent through positive

relationships;

• children learn and develop well in enabling environments, in which

their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers; and

• children develop and learn in different ways and at different rates.

The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities.

Three characteristics of effective teaching and learning are:

West Midlands, Ofsted Big Conversation May 2018 Slide 23

• Playing and exploring – children investigate and experience

things – ‘have a go’

• Active learning - children concentrate and keep on trying if

they encounter difficulties, and enjoy achievements; and

• creating and thinking critically - children have and develop

their own ideas, make links between ideas, and develop strategies for doing things.

West Midlands, Ofsted Big Conversation May 2018 Slide 24

https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit

West Midlands, Ofsted Big Conversation May 2018 Slide 25

Ofsted on the web and on social media

www.gov.uk/ofsted http://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews

West Midlands, Ofsted Big Conversation May 2018 Slide 26