Latest news headlines
Early Years Foundation Stage Profile pilot
The draft revised Early Learning Goals and a draft revised handbook have been piloted in 24 schools, to provide evidence and insight prior to a national roll-out.
The key findings from the pilot include:
- Participants viewed the revised ELGs positively overall, describing them as clearer than previous ELGs. They also made practical suggestions about improving the revised ELGs.
- Schools reported their workload had reduced due to the reduced expectations for assessment and evidence-gathering. Staff used this extra time to spend with children.
- The revised ELGs by themselves were not felt to be sufficient - teachers wanted supporting materials, such as exemplification and curriculum guidance.
- There were mixed views about whether children would be better prepared for Key Stage 1 as a result of the changes.
- Teachers welcomed using their own judgement and felt empowered to do so. However, some felt that external moderation would still be important for ensuring consistency.
- The DFE are currently running a consultation to seek your views on the proposed changes to the statutory framework for the Early Years Foundation Stage. The consultation runs until 31 January 2020
- The consultation seeks views on:
- Proposed revisions to the educational programmes;
- Proposed revisions to the early learning goals;
- Proposed changes to the assessment and moderation process for the Early Years Foundation Stage profile;
- A proposed change to the safeguarding and welfare requirements to promote good oral health.
- Access the consultation to share your views
The new Education Inspection Framework (EIF)
Published on 14 May 2019, this framework sets out Ofsted's inspection principles and the main judgements that inspectors make. It applies from September 2019.
- The Education Inspection Framework (EIF) May 2019
- Early Years Inspection Handbook for Ofsted registered provision May 2019
The Inspection Safeguarding in Early Years, Education and Skills Settings has also been updated in light of changes to the inspection framework. *Please note this document was further updated on 2 September 2019
- Inspecting Safeguarding in Early Years, Education and Skills Settings May 2019 - updated September 2019
As we see inspections taking place we will bring to you feedback from providers and will identify consistent recommendations being set.
Guest blog: Gill Jones - Ofsted Early Education Deputy Director
Gill Jones, Ofsted's Early Education Deputy Director, comments on the new Education Inspection Framework (EIF) and clarifies the expectations at inspection in her blog.
Ofsted video support
Ofsted have created a number of short video clips to support with particular elements of the new Education Inspection Framework (EIF), these include:
- Video - What does 'cultural capital' mean for Early Years? - Wendy Ratcliff, Her Majesty's Inspector, Early Years Policy, explains how 'cultural capital' applies to Early Years and gives children the knowledge and skills to prepare them for future success.
- Video - What happens on Early Years inspection? - Wendy Ratcliff HMI explains why you should not do something different in your setting just because you think it is what the inspector wants to see.
- Video - Inspecting Early Years providers - care before and after school - Julie-Ann Morris, Ofsted's Senior Manager, Early Years Policy, talks about providers that only offer care before and after the school day or during school holidays.
Additional video clips are also accessible on the Ofsted website
Hungry Little Minds, DFE, July 2019
In July 2018, the Secretary of State for Education announced the government’s ambition to halve in ten years the proportion of children who finish Reception year without the communication, language and literacy skills they need to thrive. As a result, the Department for Education is launching Hungry Little Minds - a new three-year campaign to encourage parents to engage in activities that support their child’s early learning and help set them up for school and beyond.
Government response to the Education Select Committee report on tackling disadvantage in the Early Years
Have you seen our new Kent Out of School Facebook Page? Once you have answered a couple of questions to confirm eligibility you can access this forum for sharing information and opportunities for training.
Main findings: childcare providers and inspections as at 31 August 2019 - Published 19 November 2019
This official Ofsted statistic release includes registered childcare providers and places, inspection outcomes, and joiners and leavers as at 31 August 2019.
Guidance for Early Years settings on Lockdown Procedures
This guidance is to help you consider how best to ensure the safety of children, parents and staff in the event of a local threat or emergency which may result in your setting being placed into ‘lockdown’. Most of your existing procedures for handling an emergency will involve evacuation of the premises and will be focused on an event happening in your building. However, in some situations, it is likely you will be advised to stay put (lockdown) rather than evacuate the premises.
Ofsted recommendations update
Analysis of Kent Early Years Ofsted reports is identifying recommendations consistently being set around the following areas:
- Opportunities to consistently support children's growing independence including:
- at snack and mealtimes
- dressing themselves
- making their own choices from resources allowing all children to participate and lead their own play
- during daily routines.
- Strengthening parental involvement by:
- gathering information about children's learning at home
- involving families in gaining starting points
- developing frequent and effective ways to help parents extend their children's learning at home
- sharing views on their children's interests and achievements.
- Children's mathematical development including:
- the quality of teaching to promote and encourage mathematical learning
- early mathematical learning for younger children
- resources both inside and outside.
- Staff continuous professional development (CPD) opportunities through:
- effective monitoring
- access to training, including to strengthen the quality of teaching
- embedding new knowledge, learning and skills.
- safeguarding and welfare requirements, including:
- Safer recruitment procedures, induction and effective supervision
- DBS checks
- roles and responsibilities of the designated safeguarding lead (DSL) and timely reporting
- signs a child may be at risk
- use of mobile phones.
Analysis of Kent out of school Ofsted reports is identifying recommendations consistently being set around the following areas:
- Effective use of staff supervision, monitoring, training and development to help staff to develop their skills and knowledge, their interactions with children to challenge and extend children's thinking skills and extend good practice
- Developing partnerships with schools, parents and other providers to meet children's needs and extend children's learning
- Extending children's understanding and respect for needs and views of other children, people and communities beyond their own experiences.
Early Years and Childcare Service
Telephone: 03000 41 23 23