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TeachFirst Early Years Conference: achieving success in your Early Years Ofsted Inspection

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TeachFirst Early Years Conference: achieving success in your Early Years Ofsted Inspection

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Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.

Presentation to the TeachFirst Conference, April 2016, focussing on developing teacher professionalism and leadership of pedagogy in order to tackle early disadvantage and achieve a strong Ofsted outcome.

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TeachFirst Early Years Conference: achieving success in your Early Years Ofsted Inspection

  1. 1. Achieving success in your Ofsted Early Years Inspection Dr Julian Grenier Headteacher, Sheringham Nursery School East London Partnership - www.eleysp.co.uk @juliangrenier
  2. 2. This session will cover • Teaching, learning and assessment in the EYFS, with reference to Ofsted’s Common Inspection Framework • Outcomes and equality • Spiritual, moral, social and cultural development
  3. 3. and I will argue that … We should not use the Ofsted monster to motivate or to coerce our teams. We should be leading the pedagogy and growing our teams, as early years teachers.
  4. 4. The importance of values and principles
  5. 5. True or false? • Ofsted expect to see certain types of teaching. • You will be graded as outstanding, good or requires improvement if you are observed by an inspector. • Teaching by TeachFirst participants will not contribute to the school’s inspection outcome.
  6. 6. What do Ofsted say about Early Years Teaching? • Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. • Ofsted, 2015
  7. 7. • It includes their interactions with children during planned and child- initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. • It takes account of the equipment adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations.
  8. 8. • Integral to teaching is how practitioners assess what children know, understand and can do, as well as taking account of their interests and dispositions to learn (characteristics of effective learning), and how practitioners use this information to plan children’s next steps in learning and monitor their progress.
  9. 9. What would you say about this teaching? A trap for baddies
  10. 10. Assessment – chore or celebration? • There are still poor examples of early years classes collecting multiple and mundane observations about children. • Poor assessments often repeat the wording of EYFS Development Matters/Early Years Outcomes e.g. “Fatima shows interest in shapes in the environment”
  11. 11. • Some ICT-based systems generate vast amounts of data and claim that they can do the teacher’s job.
  12. 12. • And some teachers collate and stick down too many pictures and too much information about children. • It’s more like a biography than a working document for a teacher
  13. 13. What Ofsted are checking
  14. 14. The Characteristics of Effective Learning • These come first in Development Matters for a reason • Research suggests that how children develop their curiosity, disposition to learn, and capacity to persevere with difficulty is critically important and can have a life-long, positive impact • Remember that Ofsted’s description of what they are looking for includes “children’s participation, willingness to make choices and decisions, active and inquisitive learners who are creative and think critically”.
  15. 15. Outcomes, equality and the gap Sir Michael Wilshaw: “In 2007, the government devised a simple benchmark for five-year- olds. By age five, children should show a ‘good level of development’ and be ready for formal schooling.
  16. 16. “It found that the gap between the poorest children and those from more advantaged backgrounds was around 20 percentage points. Six years later in 2013, the gap had not closed: it was still around 20 percentage points.” Reference: Annual early years lecture: An unsure start, April 2014
  17. 17. Outcomes, equality and the gap So it is essential to: • Track outcomes for different groups of children • Identify children at risk of making more progress • Take steps to ensure to accelerate the progress the most disadvantaged children • Remember that the single aspect which makes the most difference is the child’s Home Learning Environment. Partnership with parents, built on respect, is essential if we are to tackle inequality.
  18. 18. Spiritual, moral, social and cultural development (SMSC) On my blog I show how you can link between the EYFS and what Ofsted are looking for
  19. 19. Paige gets creative
  20. 20. Final thoughts • Will you approach Ofsted as a leader, and a future leader? • Leading yourself • Confidently articulating your pedagogy • Engaging in dialogue with your inspector and seeing the inspection as an opportunity to learn • Seeing Ofsted as a route for validation, and critical challenge, of your practice? Don’t let the tail wag the dog!
  21. 21. Los Angeles | London | New Delhi | Singapore | Washington DC Successful Early Years Ofsted Inspections Thriving Children, Confident Staff Julian Grenier • November 2016 • £22.99 • ISBN: 9781473938410 • More details online This book provides navigational tools which help leaders and managers of early childhood practice, working in a range of settings , to find their way through the complexities of the work they do, and to deepen their sense of fulfilment in working with the children, families and staff as well as the challenges they deal with daily. - Tina Bruce, CBE

Notas del editor

  • we need to work together, as professionals, to develop the values and principles which will guide our work. No-one ever journeyed far by changing course every few moments, and no-one can offer children a high-quality experience of early education by making changes according to every fashion, whim or headline.
  • Run through the Ofsted definition. Can you see progress in this video?
  • Accurate; robust; informs planning; informs minute-by-minute interactions. Give O examples – maths measuring; phonics. Give EPPE example – formative cf throw back on resources.
  • Accurate; robust; informs planning; informs minute-by-minute interactions. Give O examples – maths measuring; phonics. Give EPPE example – formative cf throw back on resources.
  • Talk about those steps e.g. more on planning; more time; etc.

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