Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
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These slides accompanied the webinar for childminders which is available here: https://www.youtube.com/watch?v=YLnzwcpcYZs&feature=youtu.be&t=1
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Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
- 1. Education inspection framework 2019: inspecting the substance of education Webinar for childminders Monday 4 March 2019 Consultation on the Education inspection framework 2019 Slide 1
- 2. Today’s webinar Purpose and background to the consultation The proposed framework How to respond to the consultation Questions and myth busting Further information Consultation on the Education inspection framework 2019 Slide 2
- 3. Consultation on the Education inspection framework 2019 Slide 3 The new framework will be one of the main ways in which we implement Ofsted’s strategy The new framework is based on a solid evidence base relating to educational effectiveness and valid inspection practice. We continue to be clear about our expectations and fight misconceptions. We have removed any measures that do not genuinely assess quality of education and training. We will prioritise weaker provision and observe more outstanding practice.
- 4. Every child deserves the best possible start in life Consultation on the Education inspection framework 2019 Slide 4
- 5. Consultation on the Education inspection framework 2019 5
- 6. The proposed framework: puts the curriculum at the heart of the new framework it puts more emphasis on the quality of education and care as a whole. It will ensure that we consider children’s experiences and how their learning is being developed reduces the focus on data, particularly internal progress data. We hope this will help reduce unnecessary workload for childcare providers. Consultation on the Education inspection framework 2019 Slide 6
- 7. The proposed judgement areas Consultation on the Education inspection framework 2019 Slide 7
- 8. EIF 2019 – proposed inspection judgements Consultation on the Education inspection framework 2019 Slide 8 Quality of education Personal development Leadership and management Behaviour and attitudes Overall effectiveness
- 9. What is staying the same We will continue to make an overall effectiveness judgement We will keep the four-point grading scale (outstanding; good; RI; inadequate) We will Continue to inspect the overall quality and standards of early years provision in line with the principles and requirements of the ‘Statutory framework for the early years foundation stage’ (EYFS). Inspectors will continue to make an EY judgement when inspecting the EYFS in schools (Section 5 inspection handbook). Consultation on the Education inspection framework 2019 Slide 9
- 10. Judgement areas: evolution, not revolution Consultation on the Education inspection framework 2019 Slide 10 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
- 11. Consultation on the Education inspection framework 2019 11
- 12. Leadership & management Consultation on the Education inspection framework 2019 Slide 12
- 13. Judgements: Leadership and management Consultation on the Education inspection framework 2019 Slide 13 Leadership and management Vision, ethos and ethics Staff development Staff workload and well-being Off-rolling Governance/oversight Safeguarding
- 14. A continued sharp focus on safeguarding Our inspection of safeguarding will continue to be built around three core areas. Identify: how do leaders and other staff identify learners who may need early help or who are at risk of abuse? Help: what timely action do staff take to ensure that learners get the right support when they need it, including preventative work, 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 manage safe recruitment and respond to allegations about staff/other adults? Inspectors will continue to judge whether safeguarding is effective or ineffective. Consultation on the Education inspection framework 2019 Slide 14
- 15. Poll – select all that apply The EYFS says that childminders must keep the following written records: a record of children’s attendance risk assessments of all activities accident records all policies and procedures planning for children’s learning. Consultation on the Education inspection framework 2019 Slide 15
- 16. Poll – select all that apply The EYFS says that childminders must keep the following written records: a record of children’s attendance accident records Consultation on the Education inspection framework 2019 Slide 16
- 17. The quality of education Consultation on the Education inspection framework 2019 Slide 17
- 18. 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. Consultation on the Education inspection framework 2019 Slide 18 This means that the choices we make for very young children …are all hugely important.”
- 19. The EYFS (educational programmes) provides the curriculum framework that childminders build on to decide what they intend children to learn and develop (intent). Childminders and other adults (assistants) decide how to implement the curriculum so children make progress in the seven areas of learning (implementation). They evaluate the impact of the curriculum by checking what children know and can do. Consultation on the Education inspection framework 2019 Slide 19 Qualityofeducation The curriculum is at the heart of the proposed new framework – a working definition
- 20. 20 Knowledge does not sit as isolated ‘information’ in children’s minds.
- 21. Knowledge does not sit as isolated ‘information’ in children’s minds. 21
- 22. Consultation on the Education inspection framework 2019 Slide 22 A skill is the capacity to perform, drawing on what is known Knowledge and skills are intimately connected
- 23. Cultural capital Cultural capital is the essential knowledge that children need to be educated citizens. Some children arrive at an early years setting with poorer experiences than others, in their learning and play. What the setting does, through its curriculum and interactions, potentially makes all the difference. It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning. Consultation on the Education inspection framework 2019 Slide 23
- 24. Poll question – select all that apply What will inspectors want to know? How I decide what the children I look after need to learn and develop (intent). How I deliver this so children make progress in the seven areas of learning (implementation). How I evaluate the impact of what I offer by checking what children know and can do. Consultation on the Education inspection framework 2019 Slide 24
- 25. The early years question in the consultation Consultation on the Education inspection framework 2019 Slide 25
- 26. We want to ensure that the judgements in the education inspection framework 2019 for provision, registered by Ofsted on the Early Years Register, are appropriate for the range of early years settings. Do our proposals work for childminders, nurseries, pre-schools and providers who care for children before and after school? We will ask you about this in the consultation. Consultation on the Education inspection framework 2019 Slide 26 The consultation: we want your views
- 27. Consultation materials for early years Material published alongside the consultation: https://www.gov.uk/government/consultations/education- inspection-framework-2019-inspecting-the-substance-of- education the draft education inspection framework 2019 the draft early years inspection handbook a commentary setting out the research that has informed the development of the criteria in the framework the draft equalities, diversity and inclusion statement. Consultation on the Education inspection framework 2019 Slide 27
- 28. Common questions Consultation on the Education inspection framework 2019 Slide 28 Does this mean you want to see a written plan for our curriculum? Is there an ‘Ofsted curriculum’? No. EYFS sets the care and education framework for early years - we support curriculum flexibility. It is for childminders to decide how they deliver the EYFS. Different approaches to the curriculum will be judged fairly. Should I get advice from a consultant or buy in specific products? No! There is nothing mysterious here. The quality of education is about childminders thinking about the curriculum (EYFS) carefully for themselves. No. Inspectors will want to discuss how you decide what children need to learn and why resources are chosen.
- 29. Poll – select all that apply I should be able to explain my decision making to parents and Ofsted: if I have pets in my home if I work outside the ‘usual’ ratios. Consultation on the Education inspection framework 2019 Slide 29
- 30. Thank you! Consultation on the Education inspection framework 2019 Slide 30
- 31. Ofsted on the web and on social media www.gov.uk/ofsted https://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews Consultation on the Education inspection framework 2019 Slide 31
Notes de l'éditeur
- I am glad that so many of you are able to join this webinar this evening. We want to let you know about the work we have been doing to review and update our inspection framework.
- Here is an overview of what we want to cover in today’s session. We want to let you know about what we are proposing and why. We want to let you know about our thinking and how we have got here. This is also an opportunity to answer your questions and bust some myths! Finally, we want to tell you how you go about responding to the formal consultation.
- So why are we changing? Back in September 2017, we published our corporate strategy for the following five years. At the heart of this strategy is our intention for Ofsted to be a force for improvement, by being intelligent, responsible and focused in everything we do. We have applied these principles in developing our proposals. In particular, we have worked hard to ensure that this framework is informed both by the experience that Ofsted has gained over the last 26 years and by the evidence that has emerged from research into educational effectiveness. A research commentary published alongside this consultation shows where the proposed inspection arrangements draw on research carried out by Ofsted and where they draw from the existing research literature.
- We want to make sure that inspection acts as a force for improvement, and that the interests of children and students come first. We want to make sure that every child – regardless of their circumstances – can benefit from their education, ensuring they have the knowledge and skills to fulfil their potential, and the resilience they need for future success. We know of course that a child’s early education sets out the foundation for that. We all know just how important the early years are. We know that the greatest opportunity to make a real difference to a child’s life happens between 0 – 5. They are the very foundation of a happy, successful future. We know that a ‘child’s early education lasts a lifetime……. And importantly every child deserves the best possible start in life.’ We know that there is a very important discussion to be had about the role of nurseries and childminders in preparing children for school.
- But it is not change for change sake. It is about improving and making sure we focus on the things that matter the most. We are building the framework on the vast knowledge built up through our inspection history and wider research we have been undertaking. We carry out regular inspections to evaluate the overall quality and standards of early years provision in line with the principles and requirements of the ‘Statutory framework for the early years foundation stage’ (EYFS). There are two linked themes that run all the way through the draft framework: the substance of care and education, and integrity. We are proposing to focus more on what is taught and how it is taught – with outcomes (the impact) looked at in context. Can use the example here or later of how on inspection we may find that children are working at levels that are ‘typical’ for their age and stage of development but this is not a result of the ‘teaching’ that happens in that setting – rather what children bring from home. The new framework attempts to rebalance this – not looking at outcomes in isolation on their own. Most of the individual inspection criteria that make up the inspection judgements build directly on the existing inspection framework. Nevertheless, there is room for a change in emphasis. The curriculum occupies a far more central place in all remits, and data a lesser place. There is a greater focus on the workload of practitioners and leaders, and there is a sharper focus on ensuring that all children have access to care and looking at leaders’ integrity to make sure children are not ‘shut out’ and access their entitlement to early education. Most importantly, we have sought to ensure that the framework focuses on the things that matter most. We want to remove any aspects that do not genuinely assess the quality of care, education and experience, so that providers’ and inspectors’ time is focused on the things that have the greatest impact on children's learning. We also want inspections to contribute to an inclusive education system that can accommodate, and cater for, the needs of all learners of all ages. Our proposals reflect what we have heard from you about the things that work well in inspection at the moment, and what works less well; what we have heard about staff workload (we are doing some more work in this space); our own past findings and recent research findings, including on the quality and effectiveness of our own inspection processes; and the wider literature on educational effectiveness through all stages of education.
- The proposed framework puts the curriculum at the heart. We know that, to make a real difference to a child’s life, high-quality education and care between birth and the age of five are crucial. These early years should provide the foundation of a happy, successful future. The ‘Statutory framework for the early years foundation stage’ (EYFS) sets out the education and care standards that all early years providers must meet to ensure that children, from birth to five, learn and develop well and are kept healthy and safe. Once a provider is registered on the Early Years Register, Ofsted carries out regular inspections to evaluate the overall quality and standards of the early years provision in line with the principles and requirements of the EYFS. This will not change, but we propose to put a greater emphasis on the curriculum. We have seen an industry develop around assessment and tracking of young children. What children learn is too often coming second to the delivery of assessment information. The education inspection framework will put more emphasis on the quality of education and care. It will ensure that we consider children’s experiences and how they are being developed, alongside assessments. We want to make sure that the curriculum for children with particular needs, such as those with high levels of special educational needs and/or disabilities (SEND), is ambitious and meets their needs from birth to the age of five. We want to find out how leaders make sure that these children have full access to their entitlement for early education. It should be noted that early years in schools and maintained nursery schools are inspected under the schools handbook.
- Lets take a look at the proposed judgement areas and how those proposed changes fit in………
- Here are the proposed judgements - we are clear that we need to take a rounded view of the quality of education offered by providers. The curriculum (EYFS - educational programmes) will be at the core, recognising the close connection between curricular content and the way that this content is taught and assessed in order to support children to build their knowledge and to apply that knowledge as skills. We remain very interested in children's’ wider development including their attitudes and behaviours. Leadership and management is likely to remain a key area of consideration.
- Lets remind ourselves about what will remain the same…. We will continue to make an overall effectiveness judgement about a provider on the current four-point grading scale and retain key judgements that are common across all the areas that form part of the education inspection framework. Users understand and value the clarity that the grading system provides. We will continue to carry out regular inspections to evaluate the overall quality and standards of early years provision in line with the principles and requirements of the ‘Statutory framework for the early years foundation stage’ (EYFS) Most of the individual inspection criteria that make up the inspection judgements build directly on the existing inspection framework and we will continue to allow flexibility in how we apply these criteria for different provision types – settings that care for babies only, out of school providers, childminders etc…. This is explained in the EY handbook. Inspectors will continue to use their professional judgement.
- This slide shows the correlation of the current judgement areas to the proposed judgement areas for the new framework. Yes there’s change, but it’s incremental. ‘Evolution not revolution’ ……….. Much will stay the same - this shows how what we do now will fit with the proposed new judgements. Lets look at each in turn and explain our thinking behind these proposed changes. Use this slide to point out that what we currently look at for reaching judgements for TLA and outcomes will come together into one judgement so we look at the quality of a young child’s education as a whole. We know that the seven areas of learning in EYFS – cross over in some areas and have given this thought as we think about these new judgement areas.
- State we are starting with the change to PD (important to emphasise importance of this aspect in EY) We propose to separate judgements about children’s behaviour and attitudes from those about children’s wider personal development. As there are 2 judgements here where there was previously one, it means for EY, it carries more weight. Lets think about why we propose to do this and what this looks like for EY. Childcare settings play a crucial role in ensuring that children are equipped with the knowledge and skills that improve their life chances. We consider that children’s wider development is important to ensure that our young people and adult learners can prosper, lead successful lives and make meaningful contributions to society. In making a judgement about personal development under the proposed new framework, inspectors will seek to evaluate the intent and quality of what a provider offers, but will not attempt to measure the impact of the provider’s work on the lives of individual learners. This will bring greater attention and focus to what providers do to care and educate children in the broadest sense, including the development of character and preparing them for life in modern Britain. Setting high expectations for children and creating a positive climate characterised by respectful interactions are very important elements of educational effectiveness, as evidenced by research. This approach will ensure that behaviour and children’s attitudes are given importance. Creating a sufficiently disciplined environment is a prerequisite to any learning taking place. If behaviour is not managed effectively and children are not instilled with positive attitudes to learning, nothing much will be learned. We consider PD to be a provision judgement – the input of adults and B&A an output. This gives us the ability to consider the impact of what adults in the setting do for children’s B&A. If you have a child with additional needs in terms of behaviour – they not have ‘good’ behaviour – but what the setting does to improve that behaviour in terms of personal development is huge –we’ll look at this.
- Lets have a look at leadership and management
- We will continue to make a judgement about leadership and management as we do know – so no change here. Go through each of the bullets here - but be clear to emphasise the following. Workload – refer to recent ‘Mind Matters’ survey (PSLA) – this highlight the impact of workload for staff – we want to continue to bust that myth about excessive paperwork for example. There is still a view out there that we want to see lots of paperwork – we don’t. EYFS makes it clear about what is needed – Ofsted does not ask for anything other than what is outlined in EYFS. We will change the focus slightly, particularly around leader’s integrity. Point out that this slide includes ‘off-rolling’ – explain that this is included in the main framework for all remits – but is something we come across in schools. Can give example here about in YR 10 as young people get ready for GCSE’s some are taken off roll and sent to an alternative provider so as not to impact on school’s results. Move to next slide to ‘unpick’ this further.
- We are not looking to take the focus away from safeguarding. A focus on safeguarding will remain in inspection and will continue to be built around the Identify, Help and Manage model. We will continue to work to make sure the focus is right – safeguarding is not to be confused with H&S – we want children to take risks and climb trees……. Mythbusting. We will ensure that the published guidance on inspecting safeguarding in education is updated at the time of final publication.
- Allow delegates to read HMCI’s quote – then point out HMCI’s key focus in regard to the curriculum. There is a very important discussion to be had about the role of nurseries and childminders in preparing children for school. The curriculum (or, to use EYFS terminology, the programme) that children experience in their early years is vital in this task. 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 about the play things we provide, the games we play, the words we use, the stories we read and the songs we sing are all hugely important. I know that many of you here will have given the curriculum and the way you provide it much thought and I encourage you to do so.
- To ensure that we have a shared language both within Ofsted and to share externally, we have come up with a working definition. For our extensive curriculum research over the last couple of academic years to support discussions with providers, we have been using a working definition of the curriculum which recognises that it passes through different states: it is conceived, taught and experienced. The working definition was that the curriculum is on the slide. That definition informed the development of the quality of education model now set out in the draft framework and inspection handbooks. The curriculum covers the intent and much of the implementation of the quality of education provided, but it is distinct from the impact, which is a measure of how well the curriculum has been learned. The curriculum is, therefore, integral to but not the whole of a judgement on the quality of education. The curriculum is also distinct from pedagogy, which is how the curriculum is taught. Furthermore, it is distinct from assessment, which is a means of evaluating whether learners are learning/have learned the intended curriculum, although of course the curriculum and assessment need to work hand in hand. In so doing, the curriculum becomes the progression model.
- Use this slide quickly especially if audience is familiar with this slide. This is a re-cap of why the focus on the curriculum. Highlight the difference between knowledge and information (the bucket analogy – dumping random information in a bucket rather than linking information). Knowledge is often thought about as isolated, disconnected, rote ‘information’ but this is not possible or desirable. Knowledge is sometimes just thought of as a ‘bucket of separate facts’. Knowledge is much more than facts. Optional: This may be a good ‘turn to your partner’ exercise to explore what their understanding is of the word ‘knowledge’ what does it mean? Don’t take responses, just move on through to the network slide – our definition. Humans can only learn new knowledge by making connections between new knowledge and what has already been learned. The bucket is not a good analogy for how we learn.
- Highlight the difference between knowledge and information/facts. (the bucket analogy – dumping random information in a bucket rather than linking information) Knowledge is often thought about as isolated, disconnected, rote ‘information’, learning of facts, but this is not possible or desirable. Humans can only learn new knowledge by making connections between new knowledge and what has already been learned. The bucket is NOT a good analogy for how we learn. This web is a better analogy for how people hold knowledge in their minds. It shows knowledge as an interconnected ‘schema’ but as this word has a different meaning in EY, it may be better to use the word ‘networks’ (as outlined in the supplementary reading). For example, every time a pupil encounters a new contextual use of the word ‘economy’ it adds to the complexity of their understanding of that concept i.e. gives a deeper understanding of that concept and capacity to use that concept in their own thinking. i.e. THINK CRITICALLY. Children come to early years settings to learn. The definition of learning refers to what is ‘known’ – knowledge in its broadest sense: knowing useful facts and also ‘know how’ - the cognitive behaviours or skills we want young children to develop. This might mean: Knowing colours, the sounds of farm animals or that an oven gets hot, the meanings of countless words and knowing what facial expressions suggest. It can also mean ‘know how’: know how to hold a pair of scissors, know how to catch a ball, that we should take turns and how to do so, know how to dress and undress a doll, know how to use a toy, know how to hold and turn the pages of a book. It means; knowing behaviours and habits for the future– Know to look at the teacher, ‘kind hands’ and know to listen when others speak and that we sit and listen to stories. We can say that these have all been learned when they are remembered. You will be very familiar with the way you need to understand children's starting points before you can move them forward in their learning and development. When we learn we need to make new information meaningful by relating it to what we already know and we can do this without even realising we are. Good teaching ensures children make useful connections which are not misapprehensions. The importance of children gaining new ‘knowledge’ and making connections between what they know/have learnt already ……..
- That said we know a debate has emerged in some quarters that creates an unnecessary opposition between knowledge and skills, suggesting they are separate alternatives. In reality, knowledge and skills are closely interconnected. Let’s think of babies/very young children - we may have the end goal of wanting a very young child to successfully place the shapes into the shape sorter (the skill / capacity to perform a complex task) but this is reliant on a lot of knowledge (and experiences) first. The knowledge comes first – you need the knowledge to develop the ‘skill’ (so for example, when an adult introduces a ‘shape sorter’ to a young child – the adult shows the child what they need to do – children build knowledge from this – such as, knowledge of how to hold the block - then using that knowledge as they practice until they gain the skill – this is an example of progress (Knowing which blocks go in which hole – this may be by colour initially before know the names for the shapes (that the square shape (cube) goes in the square hole) – so with knowledge & practice – children build the skill to achieve success – an example of progress). Depending on audience may need to acknowledge that there is physical development involved in this. OR – Let’s think about reading - we may have the end goal of wanting children to be able to read (the skill / capacity to perform a complex task) but this is reliant on a lot of knowledge (and experiences) first, especially from the EY sector – knowledge that print carries meaning, knowledge of how books work, awareness of sounds (including rhyme…nursery rhymes), knowledge of letters and the sounds they represent, listening to stories, joining in with songs, general speech, language and communication… Ofsted considers a skill to be the capacity to perform complex operations, whether cognitively or physically, drawing on what is known. The education inspection framework and inspection handbooks ask inspectors to consider what providers are doing to develop both children's knowledge and their skills
- There will be framework that is common for all remits – but we want to make sure the terminology used in the early years handbook is appropriate to the remit, building on, without repeating what is set out in the EYFS. We have already said we will use the term ‘curriculum’ but we also propose to include cultural capital – and what does this mean? As part of the judgement about the quality of education, inspectors will evaluate how well leaders adopt or construct a curriculum that is ambitious and designed to give children, particularly the most disadvantaged, the knowledge and cultural capital they need to succeed in life. Cultural capital is the essential knowledge that children need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement. Inspectors will evaluate how well leaders ensure that the curriculum they use or create enhances the experiences and opportunities available to children, particularly the most disadvantaged. Some children arrive in an early years setting having not had the same opportunities as others. For example, we know that the number of words children know and understand has a direct influence on their future success. The curriculum and interactions with practitioners, potentially make the difference for children who receive ‘no extras’ elsewhere. It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning.
- Consultation across 3 x remits and common questions – so when responding to the questions you need to in the context of EY. Only one EY specific question because the others are relevant/cross remit This is what it is………… in EY there are different types of providers – we need to make sure what we are proposing is right. For example – some providers are exempt from the learning and development requirements. We want to make sure the our inspection framework works for all types of providers.
- We want to ensure that the education inspection framework 2019 judgements are appropriate for the range of early years settings. When you go onto the consultation, you will see that you have to opt to be a ‘schools’ person or an ‘EY’ person or a FES person. If you work in both schools and EY registered provision, consider where you spend most of your time, as there are different inspection frameworks.
- We want to have a real engagement about the proposed changes and to ensure transparency and provide sufficient detail to enable respondents to reach informed opinions, alongside the consultation we have published the following materials: -the draft education inspection framework 2019 -the draft early years inspection handbook -the draft school inspection handbook -the draft non-association independent school inspection handbook -the draft further education and skills inspection handbook -a commentary setting out the research that has informed the development of the criteria in the framework -the draft equalities, diversity and inclusion statement. It is important to note that the education inspection framework and the remit-specific handbooks from September 2019 are all published in draft form; they are very much not the finished articles. At this stage, they are intended to give helpful context to practitioners, learners, parents and other interested parties responding to this consultation. We intend to use the results of this consultation and further piloting to shape up the final versions, which we will publish during the summer term 2019. However, we hope that seeing the handbooks in draft form provides a helpful steer for providers as they look towards the commencement of the new framework in nine months’ time.
- - We are now in a 3 month public consultation which ends on 5 April 2019 -We will collate your feedback today and add to that gathered at all other consultation events. This feedback will be compiled with that gathered through other channels. - We will be reviewing all the stakeholder responses to the consultation and take a view of them in our final developments of the framework and handbooks. - A report on the public consultation will be published in the Summer term. The final versions of the Education inspection framework and the remit handbooks will also be published in the Summer term The new inspection framework will start in September 2019