Presentation on theme: "Early Years Leads’ Forum Tuesday 21st October 2014."— Presentation transcript:
Early Years Leads’ Forum Tuesday 21st October 2014
Key topics 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 GoalsAt least expected EngLAFSMEngLAEngLA All Girls Boys 1Listening and attention Understanding Speaking Moving and handling Health and self-care Self-confidence and self-awareness Managing feelings and behaviour Making relationships Reading Writing Numbers Shape space and measures People and communities The World Technology Exploring using media and materials Being imaginative Percentage inequality gap
SEN changes Are you aware of: Trafford’s Local Offer? kb5/trafford/fsd/site.page?id=F5IHIP_2Kjs Early Years? d/site.page?id=v1-ZIEoahNs Graduated approach?
SEN changes Early Years guide for PVI sector useful s_Guide_to_SEND_Code_of_Practice.pdf s_Guide_to_SEND_Code_of_Practice.pdf
Training information ford/Early-Years-and-Childcare- Training/General/Public/Training%20Brochure %20-% %20( _0927).pdf ford/Early-Years-and-Childcare- Training/General/Public/Training%20Brochure %20-% %20( _0927).pdf
Items of interest “Better inspection for all” Inspection framework consultation- ends 5 th 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? invites-proposals-reception-baseline-assessments invites-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 apprenticeships/children/children-and-young-people/3605- early-years-practitioner-early-years- educator#tab=information apprenticeships/children/children-and-young-people/3605- early-years-practitioner-early-years- educator#tab=information