Children, outcomes and inspection in Brighton and Hove Sue Mann Senior Her Majesty’s Inspector, Early Years South East Region Brighton and Hove November 2018 Slide 1
What I will cover today ▪ Our work towards creating a new inspection framework in readiness for September 2019. ▪ What is it like to be a child in Brighton and Hove: - what are outcomes like? - what do inspectors look for? Brighton and Hove November 2018 Slide 2
Every child deserves the best possible start in life Brighton and Hove November 2018 Slide 3
The new framework will be one of the main ways in which we implement Ofsted’s strategy We will remove any measures that The new framework will be based We will continue to be clear about do not genuinely assess quality of on a solid evidence base relating to our expectations and fight education and training. We will educational effectiveness and valid misconceptions. prioritise weaker provision and inspection practice. observe more outstanding practice. Brighton and Hove November 2018 Slide 4
Brighton and Hove November 2018 5
Developing the education inspection framework 2019: our approach What and why What do we How do we What and how do we inspect? look at? inspect? do we report? Evidence Educational Report gathering effectiveness Purpose activities content Judgement Sampling and areas aggregation Report Unit of design Inspection inspection Grading scale and format event design Brighton and Hove November 2018 Slide 6
The curriculum will be at the heart of the new framework Ofsted’s working definition : ▪ ‘The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage ( intent ); ▪ for translating that framework over time into a structure and narrative , within an institutional context ( implementation ), and ▪ for evaluating what knowledge and skills children have gained against expectations ( impact/achievement ).’ Brighton and Hove November 2018 Slide 7
The importance of the curriculum “ The curriculum (or, to use EYFS terminology, the educational programmes) that children experience in their early years is vital…We know that young children are especially receptive between birth and age 5, when their brains develop at the fastest speed and they learn more rapidly than at any other age. This means that the choices we make for very young children …are all hugely important .” Brighton and Hove November 2018 Slide 8
Knowledge does not sit as isolated ‘information’ in children’s minds. 9
Concepts that matter when debating the curriculum ▪ Progress means knowing more and remembering more. ▪ Prior knowledge allows learning of new content. ▪ Knowledge is connected in webs or schemata. ▪ Vocabulary size relates to academic success, and learning in early years is crucial for increasing the breadth of children’s vocabulary. Curriculum & the future of education inspection 10
What did the curriculum survey find? Lack of curriculum knowledge and expertise Curriculum being confused with assessment and qualifications Teaching to the test Curriculum narrowing Social justice issues Brighton and Hove November 2018 Slide 11
Thematic surveys 2014 – 2016 Brighton and Hove November 2018 Slide 12
Bold beginnings In November 2017, we published a thematic survey report about the reception curriculum in good and outstanding schools. This report is one part of Ofsted’s ongoing work around the intention, implementation and impact of the curriculum in England. Slide 13 Brighton and Hove November 2018
What will this mean for the new inspection framework? Brighton and Hove November 2018 Slide 14
The case for change ▪ Accountability is important, but the system as currently constructed can divert providers from children’s experience in early education . ▪ An industry has arisen around data, and what young children experience and learn is too often coming second to the delivery of assessment data . ▪ This data focus also leads to unnecessary workload for early years professionals, diverting them from the reason they chose to enter the profession. ▪ It is therefore time for Ofsted to stop making separate judgements about children’s outcomes . Any conversation about children’s outcomes should be part of a larger conversation about the quality of education they receive. Brighton and Hove November 2018 Slide 15
Judgement areas: our working hypothesis Behaviour and attitudes Personal development Quality of education Leadership and management Brighton and Hove November 2018 Slide 16
Judgement areas: evolution, not revolution Overall effectiveness Overall effectiveness Teaching, learning and Quality of education assessment Behaviour and attitudes Outcomes Personal development, Personal development behaviour and welfare Leadership and Leadership and management management Brighton and Hove November 2018 Slide 17
Our working hypothesis in detail – all remits Attitudes to learning ▪ Intent Behaviour and Behaviour ▪ ▪ Curriculum design, coverage attitudes Respect ▪ Attendance and appropriateness (EYFS) ▪ Implementation ▪ Curriculum delivery Health and wellbeing ▪ ▪ Teaching (pedagogy) Personal Quality of British values ▪ ▪ Assessment (formative and development Equality & diversity education ▪ summative) Preparation for next stage ▪ Impact ▪ Attainment and progress Vision & ethos ▪ ▪ Knowledge and skills Staff development ▪ Leadership & Staff workload and wellbeing ▪ Readiness for next stage of ▪ management Off-rolling (exclusions) ▪ education Governance / oversight ▪ Safeguarding ▪ Brighton and Hove November 2018 Slide 18
Keep our focus on safeguarding, reflecting Ofsted’s latest thinking Our inspection of safeguarding will continue to be built around three core areas. ▪ Identify : are leaders and other staff identifying the right children and how do they do that? ▪ Help : what timely action do staff within the provider take and how well do they work with other agencies? ▪ Manage : how do responsible bodies and staff manage their statutory responsibilities and in particular, how do they respond to allegations about staff and other adults? Safeguarding will hold the same weight across all remits. Brighton and Hove November 2018 Slide 19
Key principles as we develop new judgement areas and criteria ▪ Criteria will be based on educational effectiveness ▪ Continue to make an overall judgement about a provider ▪ Common key judgements but allow flexibility in how we apply those in different remits ▪ Reduce focus on data – more focus on how providers are achieving results; less pressure to produce assessment information ▪ Likely to retain the current four-point grading scale ▪ Reduce workload for practitioners, leaders and inspectors. Brighton and Hove November 2018 Slide 20
What next? ▪ We are undertaking testing and piloting as we look towards the new Education Inspection Framework 2019 . ▪ This term , we are beginning to share the developing thinking with partners across the sectors we inspect and invite their thoughts and views – this shapes and influences what we produce. ▪ Research continues on the curriculum and the findings are feeding directly into the draft framework. ▪ We will consult on the substance and detail of the new framework (not just high level principles) over Spring Term 2019 . ▪ The final framework will be published in Summer 2019 , and will go live from 1 September 2019 . Brighton and Hove November 2018 Slide 21
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Ofsted’s regional priorities for early years Most- SEND SEND able Brighton and Hove November 2018 Slide 23
What does this data mean? Brighton and Hove November 2018 Slide 24
Activity 1 ▪ What does the term ‘disadvantaged’ mean to you? ▪ How well do you use what you know about your community to identify children at risk of underachieving? Brighton and Hove November 2018 Slide 25
Unknown children – destined for disadvantage. Brighton and Hove November 2018 Slide 26
Unknown children - destined for disadvantage? ‘The most effective early years leaders could identify at least one child who they thought of as disadvantaged but whose family were not living in a deprived area nor eligible for additional government funding or support. Being disadvantaged in the eyes of these leaders could also be associated with the home environment.’ Brighton and Hove November 2018 Slide 27
School readiness and narrowing the gap • Last year , around half of all disadvantaged children had achieved a good level of development and secured the essential skills needed to make a successful start at school in Year 1 compared with two thirds of all five-year-olds. • Too many children start school without the range of skills they need. Brighton and Hove November 2018 Slide 28
What is school readiness? Brighton and Hove November 2018 Slide 29
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