Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Mon Jun 18, 2018 1:41 pm

'Leading Learner' suggests cutting Reception class ratios in half. I think this is a great idea:

https://leadinglearner.me/2018/06/17/re ... eginnings/

Really Bold Beginnings

POSTED BY LEADINGLEARNER ⋅ JUNE 17, 2018

The Education Endowment Foundation latest guidance, Preparing for Literacy, has just been release. Its seven recommendations start with a focus on the development of communication and language with approaches that emphasise spoken language and verbal interaction.

The guidance is well worth reading. But how could we use it to increase substantially the development of pupils from the most disadvantaged backgrounds?


Stopping the Gap Appearing

Most of us have spent our professional lives attempting to close the attainment gap between pupils from more affluent backgrounds and those who are from significantly more disadvantaged backgrounds. Better to stop it appearing in the first place: intervene early and carry on intervening in ways that will significantly enhance children’s literacy.

If we really want to make a bold statement, at the beginning of a child’s education, why not place a statutory limit of fifteen pupils to one teacher in a reception class, rather than the current thirty to one, in schools with the greatest percentage of pupils from disadvantaged backgrounds. Halving class size in this way, in an environment where the pedagogical approach is likely to mean it is effective, would need to be rigorously evaluated given the costs involved.
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Tue Jun 19, 2018 10:46 am

'Quirky Teacher' describes changes in little boys' behaviour and learning capacity from a change in ethos in the early years at her school:

https://thequirkyteacher.wordpress.com/ ... to-year-1/

Some proof that EYFS does NOT need to be extended into year 1

JUNE 19, 2018


When I first came to this role, I was told that our children couldn’t and wouldn’t be able to cope with formal learning and I was advised to extend the early years experience into year 1. This is considered good practice in the early primary teaching community, as evidenced by this recent article – the children coming up to year 1 were very behind academically (low baseline too) and had received less phonics instruction because of decisions to minimise aspects of formal learning in reception year. So, what was envisioned was that they would have more play in the classroom, carousel teaching with the rest of the groups maybe choosing their activity etc – not too much writing because they ‘weren’t ready’. These instructions came from a place of love and what is considered best practice, but I, with my funny-shaped evidence & research hat on, felt uncomfortable. Why? For a start, it’s just not logical to expect children who are behind to catch up by going slower and doing less than their peers in different schools. The thought of letting them spend another year going slower than everyone else in the country made my stomach churn. I couldn’t allow it.
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Sat Jun 30, 2018 3:08 pm

Here is the link to the thread featuring the pilot of 'new early learning goals' for the Early Years Foundation Stage Profile - taking place in 25 schools:

'England: new early learning goals to be trialled in 25 primary schools'


viewtopic.php?f=3&t=1040
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Tue Jul 10, 2018 12:02 pm

Tom Bennett, founder of researchED, really is a good writer - a writer with 'flair'!

He joins the debate about the 'learning through play' ethos versus the notion of 'work' in this article in The Guardian:

Play is essential, but it takes work for children to succeed in the real world

Tom Bennett

It’s not a bad idea for Cambridge to have a professor of play, but learning is taxing and requires a teacher’s skills


https://www.theguardian.com/commentisfr ... -cambridge

One comment I would add, however, is that in my experience and the experience of others (for example, when I've managed to persuade them to use core resources and guidance rather than 'fun games and activities' for their phonics provision) is that the children themselves often thrive and really love their 'work' (as defined by the adults) because they have some serious content (both knowledge and skills) to get their teeth stuck into and they can feel themselves being learners. Learning becomes truly tangible to them.
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Wed Jul 11, 2018 10:15 pm

Notably, the popular researchED organisation, publishing its very first magazine (available as hard copy and as a free online version) includes an article featuring the 'Bold Beginnings' Ofsted report:

https://researched.org.uk/bold-beginnin ... reception/

Bold beginnings and the importance of reception

by Daniel Muijs

In 2018 Ofsted appointed Professor Daniel Muijs to be its new Head of Research. One of his first publications, Bold Beginnings, proved to be an explosive read. In the report, he made recommendations into how the early years curriculum could be improved. Here, he writes exclusively for researchED magazine, setting out some of the research that informed the piece.


This is an important read.
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Sun Jul 15, 2018 9:12 pm

5 things schools should know about early-years education

by ALISON PEACOCK

Chief executive, Chartered College of Teaching



https://schoolsweek.co.uk/5-things-scho ... education/

Children get profound, long-lasting benefits from their earliest exposure to teaching, from academic and non-cognitive development to better health and careers later in life. Research also shows that their teachers’ professional development is key, says Alison Peacock

Early years education is perhaps one of the most contentious areas of pedagogical practice. Of late it has been firmly in the spotlight, thanks to the focus on early years in the Education Committee’s Life Chances inquiry as well as the recent publication of the new Early Learning Goals.
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Debbie_Hepplewhite
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Re: Eng: 'Bold beginnings' - Reception teachers are failing a third of five-year-olds, major Ofsted report finds

Postby Debbie_Hepplewhite » Sun Jul 22, 2018 10:20 pm

I started a new thread for these Ofsted blog posts about the early years and the Bold Beginnings report:

viewtopic.php?f=3&t=1060&p=2084#p2084

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