The Foundation Years Sue Robb Head of Early Years Action for - - PowerPoint PPT Presentation

The Foundation Years

Sue Robb Head of Early Years Action for Children

Learn Explore Debate EYFS Specific Events

April 2017

Programme

• Learn

– Policy Developments in relation to the EYFS – Latest news and updates from the sector

• Explore

– Workforce Strategy

• Debate

– Assessment

Programme

09.30 Networking with Refreshments 10.00 Welcome and scene setting  DfE Policy Priorities  EYFS Priorities 10.45 Primary Assessment and Discussion Including Refreshments 11.30 Workforce Strategy going forward 12.15 Updates – SEED, SEND, Sector 12.45 Ofsted 13.00 Plenary and Close

DfE Priorities

• Quality delivery of all

3 entitlements

• Rich delivery of the

EYFS across the sector

• Improving outcomes

– especially those most disadvantaged

• SocialMobility

History Time

History Time

All the EYFS versions and birth to 3 matters are on this webpage http://www.foundationyears.org.u k/eyfs-statutory-framework/

Interconnectivity Interconnectivity

Children accessing early years provision through playful experiences and teaching - impacting on quality,progress and outcomes – closing the gap

P a r t n e r s h i p Q u a l i t y E q u a l i t y

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Early Years Foundation Stage Framework

Has the route got confused??

Then

• Early education and

childcare as one

• Importance of the principles

and commitments

• Children’s learning led by

need through playful teaching

• Reflective Practice
• Importance of the

workforce Now

• Still is, but confusion and

potential myths

• Remain but have they been

forgotten?

• Children’s learning led by

assessment and meeting the goal

• Pre-packed/Activity Practice
• Importance of the

workforce

Social Mobility

Opportunity Areas

• The DfE will work with12 opportunity areas

across England where it will focus its energy, ideas and resources on providing children and young people with the chances and choices to fulfil their potential. 6 initial OAs were announced in October 2016 (Blackpool, Derby, Oldham, Norwich, Scarborough and West Somerset) and 6 more in January 2017 (Bradford, Doncaster, East Cambridgeshire and Fenland, Hastings, Ipswich and Stoke-on-Trent).

Opportunity Areas

• This work will involve a partnership between central

Government and local and national partners and stakeholders. This will include local authorities, schools, academy sponsors, local and national businesses, Local Enterprise Partnerships, FE colleges, universities, early years providers, the voluntary sector and more, including government backed organisations such as the Careers and Enterprise Company and National Citizen Service.

• In each area a partnership board will work alongside a DfE

Head of Delivery to develop a credible local delivery plan based

• n evidence and local need. This plan will comprise the specific

problem diagnosis for the area identifying the barriers to social mobility, and the interventions aimed at overcoming these barriers.

Opportunity Areas

• Improving education will be a core part of each plan,

including the early years, where a strong foundation is essential for future opportunity. We will work closely with

• ther government departments and national organisations

to make sure that our plans include a focus on FE participation, careers and employment, training and other programmes which are known to aid social mobility.

• The department has allocated an extra £72 million in

total for the 12 opportunity areas over the next three financial years: 2017-18, 2018-19 and 2019-20.

Social Mobility

• Focus on 2 year olds and quality

Social Mobility

• EYPP – how is it being used?

Primary Assessment Consultation

Improving the Early Years Foundation Stage Profile https://consult.education.gov.uk/assess ment-policy-and-development/primary- assessment/ Closing date 22nd June

EYFS Priorities

About the Consultation

This consultation is about the long-term future of primary assessment in England. It’s mainly concerned with statutory assessment:

• Preparing children for school
• Best starting point for measuring progress
• End of key stage 1 tests
• End of key stage 2 tests
• Teacher assessment

Preparing children for school

The Early Years Foundation Stage Profile (EYFSP) provides:

• a well-rounded picture of a child’s knowledge, understanding and abilities;
• checking progress against expected levels of learning;
• Ensuring readiness for Year 1.

The EYFSP is valued by the sector but it could be even better

EYFSP strengths EYFSP Weaknesses Assesses personal, social and emotional abilities as well as maths and literacy Inconsistencies in expectations in reception, particularly phonics and maths –this influences assessment. Significantly strengthened from 2012, following a comprehensive review Potential unreliability of data Is completely teacher observed and assessed over the reception year. Amount of paperwork to complete the assessment has been expressed as burdensome.

We would like to hear your views…

The consultation asks you to respond to the following:

• The EYFSP measures a child’s development against the

ELGs set out in the EYFS statutory framework. Should the profile be improved to better assess a child’s knowledge, skill, understanding and level of development at the end of the early years? If so, please describe which elements could be added, removed or modified.

We would like to hear your views…

The consultation asks you to respond to the following:

• The EYFSP currently provides an assessment as to whether a

child is ‘emerging, expecting or exceeding’ the level of development in each ELG. Is this categorisation the right approach? Is it the right approach for children with SEND?

• What steps could we take to reduce the workload and time

burden on those involved in administering the EYFSP?

• How could we improve the consistency and effectiveness of

the EYFSP moderation process whilst reducing burdens?

We would like to hear your views…

The consultation asks you to respond to section 3. The best starting point for measuring progress in the primary school:

• Baseline Assessment in Reception – if you agree what

might be the key characteristics and the timing of it

Discussion and Feedback

Workforce Strategy 2017

Group-based Nursery Reception

The majority of early years staff are qualified to at least level 3. School-based staff more likely to be qualified to degree level

79% 95% 77% 77% 94% 73% 74% 93% 69% 69% 10% 33% 7% 29% 92% 15% 39% 92% 26% 8%

At least level 3 At least level 6

Early Years workforce strategy

Published on 3 March 2017 The aim of the Early Years workforce strategy is to support the early years sector to remove barriers to attracting, retaining and developing the early years workforce. https://www.gov.uk/government/uploads/system/uploads/a ttachment_data/file/596884/Workforce_strategy_02-03- 2017.pdf

The announcements in brief

• Raise the status of early years specialist teachers through a

consultation on allowing those with Early Years Teacher Status (EYTS) or Early Years Professional Status (EYPS) to lead nursery and reception classes in maintained schools by September

• Support the growth of the graduate workforce in disadvantaged

areas by exploring with the sector how best to get specialist graduates into the areas where they are most needed and help make sure every child has the best chance to succeed in life, not just the privileged few

• Establish a panel of professionals to help develop clear early years

career routes as part of the government’s Skills Plan

• Raise the profile of early years careers among young people by

linking providers with schools and colleges so they can engage with their careers advice sessions and promote a career in the sector

• Help attract more men to the profession by promoting the career
• pportunities available through new and existing networks for men

in childcare, engaging with them on recruitment barriers and improving our data on gender;

Announcements continued

• Support professional development through a new online

training portal and training courses funded by voluntary and community sector grants.

• Invest in quality improvement within the sector, through

funding projects that bring early years professionals together with schools to share learning.

• Develop criteria for the content of level 2 childcare

qualifications with the sector and awarding organisations.

• Develop a qualification in special educational needs and

disabilities (SEND) in consultation with experts so that teaching staff can get recognition for these specialist skills.

• Developing guidance for local authorities and early years

providers on how an inclusion fund and a targeted disability access fund can be used to support workforce development and SEND specialism.

• Funding a range of training and development opportunities

through VCS grants including development of training and online resources.

Areas for discussion and Feedback

• Your thoughts on the strategy…. Feedback
• n the strategy
• Level 2 job roles – what are the 5 key

functions undertaken by level 2 staff

SEED

34

Flagship Department study 2012-2020 Longitudinal, following around 6,000 two-year-olds from across England to end of Key Stage 1 (when the children will be seven years old) Explores how childcare and early education can give children the best start in life and the factors important for the delivery of high quality provision.

Further information: http://www.seed.natcen.ac.uk/ Reports published to date available at: https://www.gov.uk/government/collections/study-of-early-education-and- development-seed

35

Recently published

• Cost and Funding of Early Education

https://www.gov.uk/government/publications/cost-and-funding-of-early-education

• Meeting the Needs of Children with SEND in Early Years

https://www.gov.uk/government/publications/children-with-send-meeting-their-needs-in-the-early-years

• Good Practice in Early Education

https://www.gov.uk/government/publications/good-practice-in-early-education

• Experiences of the Early Years Pupil Premium

https://www.gov.uk/government/publications/experiences-of-the-early-years-pupil-premium

Coming in 2017

• Value for money of early education
• Impact Study on Early Education Use and Child Outcomes up to age 3 years
• Quality of Early Years Provision in England

Good Practice in Early Education

36

Placing the child at the centre of setting practice

• Tailored curriculum
• Effective use of high quality assessment
• High quality interactions; building strong relationships with parents and

supporting home learning Skilled and experienced staff

• Child development and EYFS
• On-going professional development
• Strong leaders

An open and reflective culture

• Continuous improvement and self-evaluation
• Good practice across sector

Challenges CPD and recruitment

Meeting the Needs of Children with SEND

37

• Sufficient provision but information could be more accessible
• Identification worked well when supported by other services (e.g.

SENCOs)

• Parental views of care, communication and support very positive
• Supported EHC, some reliant on other SEND services, but good

communication

• Positive impacts: confidence and personal wellbeing; improved social

skills, and improvements in health and development

• Barriers: limited specialist resource, knowledge/training and external

support

• Key success factors: communication and coordination

An Introduction to; Special educational needs and disability in the Early Years: A Toolkit

SEN and disability in the early years: A toolkit

• Co produced by 4Children and

Council for Disabled Children

• Funded by DfE
• Input from 12 events held across

England

• Freely available
• Links to other resources and

sources of information

In one place…..

• Provides accessible information on

statutory requirements of EYFS (2014), Equality Act (2010) and SEND Code of Practice (2015)and implications for early years

• Sign posts to trusted sources of

information and support

• Suggestions for reflection and

development

SEN and disability in the early years: A Toolkit

Available: The Foundation Years Website http://www.foundationyears.org.uk/2015/06/s en-and-disability-in-the-early-years-toolkit/ Queries to: foundationyears@actionforchildren.org.uk

Who is it for..

• Managers, owners
• SENCO’s
• Key persons
• Local Authorities
• Everyone!!

Contents…..

• 1. Question and

answer

• 2. Statutory

Requirements 3.Universal inclusive Practice 4.First concerns and early identification 5.SEN Support in the Early Years – A Graduated Approach

6.The role of the Early Years SENCO 7.Involving Parents and Carers 8.Working with other professionals and other sources of information 9.Education, Health and Care Needs Assessments and Plans 10.Transitions for children with SEN and disabilities

How can the toolkit help…

• Support for whole setting development
• Whole staff CPD
• Targeted staff CPD
• Development of individual staff
• Information for Induction
• Information for parents/carers
• Staff resource folder to be added to and

developed….

PERSONALISED

Key Person supported by SENCO TARGETTED The SENCO and other staff in leadership roles Sections 2, 3, 4, 5, 6, 7, 8, 9 & 10 UNIVERSAL All Practitioners supported by manager and SENCO Sections 3, 4, 7 & 10

Sector Update

• VCS Grants for £5millon across SEND and Early

Years

• Updated menus from Children’ s Food Trust
• Publication of Operational Guidance to

compliment the Early Education and Childcare Statutory Guidance for local authorities

The Early Years Programme

Early Years Programme update Slide 47

Early Years Programme - an overview

Ofsted now manages the early years work previously undertaken by Tribal and Prospects. All early years inspections are now carried out by inspectors who are directly employed by or contracted to Ofsted. This change took place on 1 April 2017. This change brings early years inspection in line with schools and further education and skills.

Early Years Programme update Slide 48

Our commitment to children remains constant

• We remain committed to ensuring

that children benefit from good quality childcare and education through our inspection and regulation work.

• We continue to champion the right
• f all children to do well, especially

those from disadvantaged backgrounds.

Early Years Programme update Slide 49

What benefits does the Early Years Programme bring to Ofsted’s work?

• We continue to improve the already high quality of early years

inspection and regulation, particularly through training.

• Ofsted has a direct view of the journey of a child from birth to

the age of 19 years and beyond.

• There are more opportunities for improved engagement with

parents and the sector.

• For the sector, it is ‘business as usual’.

Early Years Programme update Slide 50

Early Years Inspections: Myths

• This aims to confirm the facts about our early years inspections

and to dispel those myths that can sometimes result in unnecessary workloads for registered child carers https://www.gov.uk/government/publications/early-years- inspection-handbook-from-september-2015/early-years- inspections-myths

Early Years Programme update Slide 51

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

Early Years Programme update Slide 52

Plenary