Children, outcomes and inspection in Brighton and Hove Sue Mann - - PowerPoint PPT Presentation

Children, outcomes and inspection in Brighton and Hove

Sue Mann Senior Her Majesty’s Inspector, Early Years South East Region

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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?

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Every child deserves the best possible start in life

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The new framework will be one of the main ways in which we implement Ofsted’s strategy

The new framework will be based

• n a solid evidence base relating to

educational effectiveness and valid inspection practice. We will continue to be clear about

• ur expectations and fight

misconceptions. We will remove any measures that do not genuinely assess quality of education and training. We will prioritise weaker provision and

• bserve more outstanding practice.

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Developing the education inspection framework 2019: our approach

What and why do we inspect?

Purpose Unit of inspection

What do we look at?

Educational effectiveness Judgement areas Grading scale

How do we inspect?

Evidence gathering activities

Sampling and aggregation Inspection event design

What and how do we report?

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Report content Report design and format

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).’

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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.

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This means that the choices we make for very young children …are all hugely important.”

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Knowledge does not sit as isolated ‘information’ in children’s minds.

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

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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

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Thematic surveys 2014–2016

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Bold beginnings

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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.

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What will this mean for the new inspection framework?

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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

• utcomes should be part of a larger conversation about the quality of

education they receive.

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Judgement areas: our working hypothesis

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Quality of education Personal development Leadership and management Behaviour and attitudes

Judgement areas: evolution, not revolution

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Quality of education Personal development Leadership and management Behaviour and attitudes Teaching, learning and assessment Personal development, behaviour and welfare Leadership and management Outcomes Overall effectiveness Overall effectiveness

Our working hypothesis in detail – all remits

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Quality of education Personal development Leadership & management Behaviour and attitudes

Intent ▪ Curriculum design, coverage and appropriateness (EYFS) Implementation ▪ Curriculum delivery ▪ Teaching (pedagogy) ▪ Assessment (formative and summative) Impact ▪ Attainment and progress ▪ Knowledge and skills ▪ Readiness for next stage of education

▪ Health and wellbeing ▪ British values ▪ Equality & diversity ▪ Preparation for next stage ▪ Vision & ethos ▪ Staff development ▪ Staff workload and wellbeing ▪ Off-rolling (exclusions) ▪ Governance / oversight ▪ Safeguarding ▪ Attitudes to learning ▪ Behaviour ▪ Respect ▪ Attendance

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.

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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.

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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.

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Ofsted’s regional priorities for early years

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SEND Most- able SEND

What does this data mean?

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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?

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Unknown children – destined for disadvantage.

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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.’

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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.

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What is school readiness?

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Better learning in the prime areas - Personal, social and emotional development

Children with low personal and social skills:

• were often not ready to play, share or cooperate
• found making relationships with peers difficult

This meant these children spent less time interacting and playing in small groups and so they spent less time developing their communication and language skills through speaking and listening to other children.

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Better learning in the prime areas - Communication and language

Research shows that a child who has limited vocabulary and difficulty communicating will:

• not be ready for school
• will often lag behind their peers for the rest of their time in

education. ‘Without the ability to communicate effectively in speech and through reading and writing, children and young people are seriously disadvantaged for life’ (The Rose Review 2006).

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Better learning in the prime areas - Physical development

Strategies employed to improve physical development for those children who were below expectations included:

• reorganisation of the indoor and outdoor environment to focus
• n gaps noted through assessment
• improving children’s ability to care for themselves and

developing fine motor skills.

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Findings from the ‘Teaching and play’ survey

Factors that makes a positive difference to the progress made by disadvantaged children:

▪ collaboration between providers ▪ opportunity to learn alongside older children ▪ sharing assessment information all the way through ▪ more adult-led activities for some children

All underpinned by good quality teaching and assessment.

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Accurate assessment – our survey found…

The key elements to effective assessment:

• prompt and accurate starting point assessment
• parents integral to the process
• continuous sharing of information between key

parties

• a clear picture of progress and gaps given
• tracking of progress for children and groups
• constantly adapted teaching as a result of this information.

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Questions to ask of your practice

• How do you review the progress that all children make?
• Do you analyse the achievements of all cohort groups?
• How can you demonstrate that funded children,

especially EYPP and funded two-year olds make good

• r better progress?
• How do you ensure that staff and key persons have the

necessary skills and expertise to plan for these children and accelerate their progress?

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Every child deserves the best possible start in life

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