Early Years Leads’ Forum
Tuesday 21st October 2014
Key topics
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New Ofsted inspection framework
Comparative data for EYFSP 2014
SEND
CPD
Items of interest- admissions
School inspection handbook
• Evaluation of achievement in the Early Years Foundation Stage
should take account of the proportions of children who have
made typical progress or more from their starting points. An
example of typical progress for a child would be to start
Nursery or Reception displaying the knowledge, skills and
understanding that are typical for her/his age and then to meet
the early learning goals by the end of Reception. Children who
meet all the early learning goals but who started at a lower
level of development than is typical for their age might be said
to be making rapid progress. However, a child starting school at
a higher level of development who meets all the early learning
goals but exceeds none of them is unlikely to have made
enough progress. Evaluation of achievement should also
consider attainment at the end of Reception in comparison
with Early Years Foundation Stage Profile national figures and
in terms of how well it prepares children for Key Stage 1.
School inspection handbook
• Evaluation of achievement in Key Stage 1 should take
account of the proportions of pupils who have made typical
progress or more from their starting points. For 2014/15, as
a broad rule of thumb, Year 2 children who reached a good
level of development at the end of Reception ought to be
reaching at least the expected standard by the end of Key
Stage 1 (so attaining at least Level 2b in the 2015
assessments). Children exceeding the early learning goals
at the end of Reception ought to be exceeding the
expected standard at the end of Key Stage 1 and be
reaching high standards. Inspectors should take into
account of how well pupils with a lower starting point have
made up ground, and the breadth and depth of progress
made by the most able.
School inspection handbook
• Inspectors must take particular account of the
progress made by disadvantaged pupils
compared with that made nationally by other
pupils with similar starting points, and the extent
to which any gaps in this progress, and
consequently in attainment, are closing.
Inspectors should first consider the progress and
attainment of disadvantaged pupils compared
with the national figures on progress and
attainment for non-disadvantaged pupils, and
how much any gaps are closing.
School inspection handbook
• Looking at the descriptors….
Recent reports
• The Early Years Foundation Stage requires
improvement because the Nursery and
Reception classes are not planning for or
assessing children’s progress as a cohesive
unit; and opportunities are missed to make
the best use of the outdoor resources.
Recent reports
• Children make rapid progress in the Early
Years Foundation Stage and quickly develop
their speaking, writing and counting skills.
They achieve standards at the end of
Reception that are above those found
nationally. These children are provided with
an outstanding start to their education and
their personal and social development.
Recent reports
• Learning activities for children in the
Reception classes are varied and enthuse
children. Children make good progress,
particularly in developing their personal and
social skills.
Recent reports
• Children do not sufficiently develop their skills in
reading, writing and mathematics in the Early
Years Foundation Stage.
• In the Early Years Foundation Stage the outdoor
learning area is not as stimulating as it is indoors.
Staff do not always involve parents enough in
their children’s learning.
National EYFS data 2014
Early Learning Goals
At least expected
Eng
LA
FSM
Eng
LA
Eng
LA
All
All
Girls
Girls
Boys
Boys
1
Listening and attention
84
89
89
92
79
85
2
Understanding
84
88
88
91
79
86
3
Speaking
82
86
87
89
77
84
4
Moving and handling
89
93
93
96
84
90
5
Health and self-care
90
94
94
96
87
92
6
Self-confidence and self-awareness
86
91
91
93
84
89
7
Managing feelings and behaviour
87
90
91
94
80
86
8
Making relationships
86
91
92
94
83
88
9
Reading
74
82
80
85
68
78
10
Writing
67
75
75
82
59
68
11
Numbers
74
80
78
83
71
77
12
Shape space and measures
79
85
82
87
75
83
13
People and communities
84
89
88
92
79
86
14
The World
83
89
87
90
80
88
15
Technology
90
94
91
94
89
94
16
Exploring using media and materials
86
91
93
95
80
87
17
Being imaginative
85
90
91
94
79
86
33.9
30.0
Percentage inequality gap
SEN changes
Are you aware of:
• Trafford’s Local Offer?
http://trafford.childrensservicedirectory.org.uk/
kb5/trafford/fsd/site.page?id=F5IHIP_2Kjs
• Early Years?
http://search3.openobjects.com/kb5/trafford/fs
d/site.page?id=v1-ZIEoahNs
• Graduated approach?
SEN changes
• Early Years guide for PVI sector useful
• http://www.foundationyears.org.uk/files/2014/09/Early_Year
s_Guide_to_SEND_Code_of_Practice.pdf
Training information
• http://www.traffordeducation.co.uk/Docs/Traf
ford/Early-Years-and-ChildcareTraining/General/Public/Training%20Brochure
%20-%20010915%20(01-09-2014_0927).pdf
Items of interest
• “Better inspection for all” Inspection framework consultation- ends 5th
December
“Under the new framework, there will be greater emphasis on:
• safeguarding
• the suitability of the curriculum and the type and range of courses and
opportunities offered by providers
• preparation for life and work in Britain today, including in relation to
personal development, behaviour and welfare.”
• Baseline assessments- what do we want?
• http://www.nurseryworld.co.uk/nursery-world/news/1147206/dfeinvites-proposals-reception-baseline-assessments
Items of interest
• Sam Gyimah was appointed as Parliamentary
Under Secretary of State for Childcare and
Education (Sept 14)
• An Early Years Educator Apprenticeship standard
will be available for delivery during 2015.
• http://www.cityandguilds.com/qualifications-andapprenticeships/children/children-and-young-people/3605early-years-practitioner-early-yearseducator#tab=information