I’d be the first person to admit that listening to people who work in the government speak is relatively low on the list of things I like to spend my time doing. However, last week gave us some exceptions with two speeches with at least some impact on the world of Early Years.
The first of these speeches was by Ofsted’s Chief Inspector Amanda Spielman, and gave us some interesting insights on the future of Early Years. You can read the whole speech here, but these are out top snippets:
- Ofsted are going to be making an effort to make the inspection process more transparent – they aim to make sure we aware of the expectations and they aren’t constantly changing. (We like this one a lot!)
- Ofsted inspectors are going to be making an effort to not encourage risk-averse behaviour. Children should be able to take part in ‘risky’ activities as part of their development. (Need some ideas how to do this? We have some).
- Ofsted inspectors do not expect any particular way of organising snacks.
- Don’t be afraid to teach the children things, not long lists on blackboards but new words, ideas and skills; encouraging curiosity and reward inquisitiveness. If Amanda Spielman herself is saying that, it’s reasonable to assume that it’s going to be a focus for inspectors!
The second interesting speech of the week was from Children and Families Minister Robert Goodwill. Again, you can find the whole speech here, but these are out top snippets from this speech:
- EYFSP data shows that children’s development is improving; for example, 154,000 more children are on track to be fluent readers than in 2012.
- 93% of settings are rated good or outstanding by Ofsted.
- This consultation has resulted in identifying that changes to the how the Early Learning Goals align with the KS1 curriculum need to be made.
- Any changes to the EYFS and Early Learning Goals will take time to implement, and it is expected that changes will roll out in the 2020-2021 academic year (a while for us to get used to the idea then!)
- There will be a new baseline assessment at the end of the Early Years stage.
About the author: Matt Stanford