Jenny Barber - Early Years Consultant - EIF Sept 2019 overview
Jenny Barber - Early Years Consultant - Delivering bespoke training & consultancy services for 17 years.
Overview of key points relating to the new inspection framework 2019.

Ofsted’s motivation is that:‘Every child deserves the best possible start in life’
Reasons for change:
  • Accountability is important- current system can divert providers from children’s experiences in early education
  • Industry has arisen around data and what children experience and learn is too often coming second
  • Leads to unnecessary workload
  • Want to stop outcome judgement, this will now be part of the larger conversation about the Quality of Education

Workforce well being is a key component and Workforce Wellbeing- PSLA Mind Matters June 2018– important research. This will be explored as part of the inspection process, practitioners will be asked about the amount of paperwork they have to complete and their thoughts about it, e.g. necessity, is it purposeful.
  • HMCI  said‘ The new framework really is about making sure children’s time in education becomes their wonder years’
  • Curriculum- covers all EYFS and meets the needs of individual children
  • HMCI said ‘Evolution not a revolution’

Need to think about how children learn: child development, psychology and research (greater focus on this)New Framework:
  • Curriculum: heart of the new framework- must be effective and meeting children’s needs
  • More Emphasis on Quality of Education and care as a whole. Ensure you consider children’s experiences and how their learning is being developed- ‘what is it like to be a child in this setting’
  • Reduces focus on data- even though this might be part of internal progress monitoring, need to reduce unnecessary workload for practitioners
  • Assessment- will rely on discussions with staff, parents, leaders and managers and also tracking of children, discussion with children and observations to assess effectiveness of assessment. No preferred style. Won’t necessarily need to see it.
  • Gradings stay the same – Outstanding, Good, Requires Improvement and Inadequate
  • Will continue to inspect against the EYFS and continue to make an Early Years judgement when inspecting EYFS in schools (separate handbook)

New Judgments
  • Quality of Education, (teaching, learning and assessment, outcomes for children)
  • Behaviour and Attitudes (personal development, behaviour and welfare)
  • Personal Development  (personal development, behaviour and welfare)
  • Leadership and Management (leadership and management)

Behaviour and Attitudes- will look at how behaviour is managed, are needs of children understood, what is causing any issues, partnership with parents, is curriculum exciting enough, are SEND / additional needs not being picked up? Leadership and Management:
  • Vision, ethos, ethics- culture of setting, ambition, reflection, Self-evaluation
  • Staff development- supported in role, training
  • Staff workload and wellbeing – paperwork – supervision is this effective? Work hours, expectations and retention
  • Off rolling
  • Governance and oversight
  • Safeguarding

Safeguarding: will be much more rigorous. Discuss any concerns about children, what the setting has done, discuss any staff involved, look at docs, how are children doing now?

Off Rolling (school term): Inspector will explore – where children with possible SEND are not welcome? children asked to leave? Integrity – leadership and management: Is the curriculum ambitious and meeting the needs of children from birth to 5 years, especially children with high level of SEND.

Find out how leaders and managers make sure these children have full access to their entitlement for early education additional funding.

Safeguarding:Identify – those in need of early help or at risk of abuseHelp- take preventative action and work with others- action staff take to get the right support for childrenManage- Statutory responsibilities are met- safer recruitment, response to allegationsNot to confuse safeguarding with health and safety- children must learn to manage and take risks.

Quality of Education-

Intent: Curriculum design, coverage and appropriateness (EYFS)What children need to learn and develop
Implementation: Delivery, Teaching (pedagogy), Assessment (summative and formative)How implement so all children make progress across the 7 areas of learning
Impact: Attainment and progress, knowledge and skills, readiness for next stage in education.Evaluate impact of curriculum by checking what children know and can do
  • Will take lots of inspector time and be a big judgement – but not necessarily a higher weighting
  • Definition of teaching remains
  • Knowledge and Skills are intimately connected- skill (developed) capacity to perform drawing on what is known (what taught)
  • Making connections
  • Staff- need to know why doing activities, providing certain experiences, the particular route for specific child
  • research –knowledge
  • What knowledge of the physical world do children have? e.g. fire is hot; they can slide in snow, swinging on gates
  • As infants knowledge of the physical and social world increases they can use their capacities more
  • What behaviours and goals do children know about? Exploring, some games are competitive
  • What are they thinking about?
  • When did they learn about it?
  • ‘what is known’ – prior learning
  • Wide Variation in children’s exposure / knowledge of vocabulary- types of words, ability to listen, interactions, how is this being addressed? 
Key Focus
  • children who are disadvantaged hear fewer words, more negative v positive, as we know this we can support it. Enrich vocabulary, exposure to words and language, share stories, more talking and chatting
  • Invisible children- those who are happy but quiet and just go with the flow, inspectors are being encouraged to focus on them- track them.
  • Do staff know them, how they are developing?
  • Quality verbal interactions on a regular basis for all children
  • The importance of shared reading ‘book language’ is much more linguistically complex than ordinary conversation.

Importance of shared reading:
  • Use more complex language
  • Scaffolds children’s language by making links emphasising words and explaining concepts
  • Encourages good reading habits and positive attitudes
  • Provides quality time with 1:1 attention emotional bonding and enjoyment
  • Books- are they good quality, without pages missing, do the children enjoy them, are they inviting and encouraging, linked to children’s interests? 

The Curriculum
  • Knowledge is generative- i.e. the more you know the easier it is to lean.
  • How do you decide what knowledge children need to learn to make subsequent progress in all 7 areas of learning.
  • Building blocks- curriculum outlines the building blocks of knowledge children need to learn – hold in long term memory
  • Not the same as teaching- curriculum is what is taught (intent) and not how

Curriculum is NOT
  • the same as providing experiences – not a substitute for thinking about what children need to learn
  • devising more and more elaborate creative activities. This is not a substitute for working out what children need to learn and know

Must ensure focus and objective is right.A good curriculum is
  • based on proactive thinking
  • the product is clear consideration of the knowledge necessary for children to make progress towards the ELG’s
  • Ensures all children are ready for the challenges that await them
  • Will be product of clear considerations of the sequence of content necessary for children to make progress
  • Provide children with the knowledge they need for subsequent learning – transferable knowledge builds deeper understanding and the capacity for skilful performance

Cultural Capital

Cultural capital relates to improving a child’s life, essential knowledge a child needs to be an educated citizen. Some children arrive with poorer experiences than others in learning and play. What a setting does through curriculum and interactions potentially makes a difference, reduces gaps and inequalities. Reflect on awe and wonder.