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EYFS – and the OFSTED Framework Sue Monypenny Senior Education Standards and Effectiveness Officer.

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Presentation on theme: "EYFS – and the OFSTED Framework Sue Monypenny Senior Education Standards and Effectiveness Officer."— Presentation transcript:

1 EYFS – and the OFSTED Framework Sue Monypenny Senior Education Standards and Effectiveness Officer

2 The New OFSTED Framework Key areas Inspectors will judge in schools : Quality of leadership and management The behaviour and safety of pupils Quality of teaching Achievement of Pupils The effectiveness of the early years provision: the quality and standards From September 2014 there is a separate judgement for provision in EYFS

3 Judging overall effectiveness Inspectors must judge the overall effectiveness of the school; this final and overarching judgement is based on : the behaviour and safety of pupils at the school the quality of teaching in the school the achievement of pupils at the school. In coming to each of these judgements, inspectors will also draw on evidence of early years provision and consider its impact.

4 Judging overall effectiveness Inspectors judge the effectiveness of any early years provision. They must report a numerical grade and write sections in the inspection report that summarise the key findings and explain the effectiveness grading. Early years provision grades may be higher or lower than the overall effectiveness grade; The early years provision grades may not determine, but could influence, the key judgements, including on leadership and management, and in turn the school’s overall effectiveness

5 What Inspectors look at in EYFS Inspectors will judge the overall quality and standards of the early years provision, taking into account: how well children, including those disabled children, those with SEN and the more able, achieve so that they are ready for the next stage of their education how well the provision, including the quality of teaching, meets the needs of the range of children in the early years how well the provision contributes to children’s physical and emotional health, safety and well-being, including their spiritual, moral, social and cultural development how well the provision is led and managed.

6 Teaching in EYFS – what be will considered: the quality of the approach to teaching phonics in Reception how well teaching nurtures, engages and motivates children, includes a broad range of educational programmes and is based on accurate assessment of children’s learning and development, so that activities and experiences meet their needs how well all staff work with parents, engage them in their children’s learning and keep parents informed about their children’s achievements and progress

7 Behaviour and attitudes to learning what will be considered: children’s attitudes to learning, including their participation and willingness to make choices and decisions, and the extent to which children are active and inquisitive learners who are creative and think critically how well children behave, cooperate and share with each other, make friends, respect each other’s differences and build their understanding and respect for different families, people and communities beyond their immediate experience the extent to which children behave in ways that are safe, understand how to stay safe and show that they feel safe the effectiveness of safeguarding procedures.

8 Characteristics of Effective Learning Playing and exploring – engagement Finding out and exploring Playing with what they know Being willing to ‘have a go’ Active learning – motivation Being involved and concentrating Keeping trying Enjoying achieving what they set out to do Creating and thinking critically – thinking Having their own ideas Making links Choosing ways to do things

9 Inspectors will : Identify children’s attainment on entry Judge progress across EYFS and into KS1 considering the proportions who have made at least typical or better progress from their starting points Identify attainment at the end of Reception – looking at the proportion of children that achieve a good level of development Consider whether achievement is consistent across areas of learning, particularly in the prime areas and the specific areas of literacy and mathematics Look at the progress and attainment of groups of pupils, including disabled children, those with SEN and the more able

10 Understanding EYFS 7 areas of learning 3 prime areas- the key focus in Nursery 7 specific areas – developed through early years and a strong focus in reception Development is captured through a series of statements for each area of learning related to ages and stages Outcomes at the end of reception are described by the Early Learning Goals for each area of learning- children will be judged to be either emerging, expected or exceeding the goals.

11 7 Areas of Learning Prime areas : Communication and language Physical development Personal, social and emotional development Specific areas Literacy Mathematics Understanding the world Expressive Arts

12 Early Years Outcomes – age band descriptors Band descriptorOn entry to nursery at 3On entry to reception 0 – 11 months 8 – 20 months 16 – 26 monthsChildren well below expectations may be at this stage of development 22- 36 monthsTypical stage of development for children entering nursery 30 – 50 monthsChildren will be above typical development Children will be below typical expectations 40 – 60 monthsTypical stage of development for children entering reception

13 Consider the descriptors for communication and language Notice how the bands build on each other across the ages and stages Consider how the stands link – understanding is dependent on listening and attention Working alongside children and observing their behaviours and what they can do consistently and independently is the most effective way of assessing children in EYFS – therefore observational assessment underpins judgements in EYFS

14 Progress in EYFS There is no official guidance on how to judge children’s progress in the EYFS therefore schools need clear systems to show: - children’s starting points on entry to nursery - how they plan next steps for children - how the progress of individuals and groups of children are tracked - how much progress children have made through EYFS across the 7 areas of learning

15 What does OFSTED say about progress ? Evaluation of achievement in EYFS should take account of the proportions of children making typical progress or more from their starting points. Evaluation of achievement should consider attainment at the end of Reception in comparison with national figures and in terms of how well it prepares children for Key Stage 1.

16 Attainment at the end of EYFS Children in 2015 will be assessed using the EYFS Profile For each Early Learning Goal (there 17 of them) the teacher must decide which of the following judgement is most accurate as a ‘best fit’: Emerging – the child has not reached the ELG but is working in one of the previous developmental bands Expected – the child has achieved the ELG Exceeding – the child has gone beyond the ELG

17 What is a Good Level of Development ? A child achieves a good level of development, as defined by the government, if s/he meets the expected level in the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language), and in the specific areas of mathematics and literacy. This is not the same as making good progress.

18 Good Level of Development In Doncaster this was 53.2% Schools need to compare their results to the national figure Nationally this was 60%

19 Leadership of EYFS Ofsted will consider: “the rigour and effectiveness of systems to drive improvement, including: monitoring the quality of provision and children’s outcomes; the professional development of staff; evaluation of the impact of actions taken; and setting challenging targets”

20 Key questions to consider What are starting points like for children in your school? What percentage of children operate below what is typical for their age, what is typical and what is above that typical for their age? Are these starting points used to measure progress and are children making good or better progress? What are standards like at the end of EYFS and how do they compare to national? What are the key strengths and areas for development in EYFS / How well is EYFS led and managed?

21 Further changes…. From 2016, the reception baseline assessment will be the only measure used to assess the progress of children who enter reception year. The baseline assessment will score each pupil against the knowledge and understanding typical for children at the start of reception year. It will be linked to the learning and development requirements of the early years foundation stage (EYFS) and to the key stage 1 national curriculum in English and mathematics.early years foundation stage (EYFS)key stage 1 national curriculum


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