South East #Ofstedbigconversation

1. South East#Ofstedbigconversation

2. #Ofstedbigconversation • Housekeeping • Introductions • Steering Group Sarah Mackenzie, Childbase Partnership Kate Peach, Each Peach Childcare Liz Bayram, Pacey David & Anna Wright, Paint Pots Zoe Raven, Acorn Childcare Linda Hopkins, Co-operative Childcare Hazel Moody, Advantage Day Care Sue Meekings, Kiddicaru

3. #OfstedbigconversationAgenda • Welcome to the Ofsted Big Conversation • Update from Ofsted • Narrowing The Gap • Coffee and networking • Myth Busting • Q&A Session

4. Ofsted Big Conversation Background

5. Progress areas Current focus areas Fair, consistent, high quality inspection work Complaints process 30 months Childminder Agencies New inspection cycle Single registration system CIF feedback • Regional contacts & groups • Complaints triggered (priority brought forward inspections) • Ofsted inspector training • Scrutiny panels • Rejection of inspector ‘preferences’ • Parity on notice periods • Inspections in house

6. ‘Updates from Ofsted’

7. Ofsted Big Conversation April 2016 ‘Mind the gap’ Do ALL children achieve well in your setting? Jo Caswell HMI and Penny Fisher HMI 14 April 2016

8. School readiness and narrowing the gap • For too many children, especially those living in the most deprived areas, educational failure starts early. • Gaps in achievement between the poorest children and their better-off peers are clearly established by the age of five. • There are strong links between a child’s social background and their readiness for school. • Too many children start school without the range of skills they need. Surrey Early Years Conference 2016

9. Narrowing the gap – findings fromthe ‘Read On. Get On’ report • If children do not learn to speak and listen from an early age, they will struggle to learn to read when they start school. • One child in five in England leaves primary school unable to read well, rising to one in three among our poorest children. • A child from a poor family who is performing poorly at age three is less likely to improve than a child from a wealthier family. • Even if you start off doing well at age 5, if you live in poverty you fall behind by age 7 – behind the less bright, better-off children. Surrey Early Years Conference 2016

10. Poor children are falling behind inlanguage across England • By the age of five, most children should be able to speak in full sentences and use everyday words that adults use. They should be asking lots of ‘why?’ questions to understand the world around them. • In England, almost one child in four (23%) does not meet this expected level of language development by the age of five. • Children living in poverty face a much greater risk of falling behind – one in three (35%) does not have the language skills expected of a five-year-old. Surrey Early Years Conference 2016

11. Poor children are falling behind inlanguage across England • Boys growing up in poverty face a particularly high risk of falling behind – 42% of poor boys do not have the language skills expected of a five-year-old, compared to 28% of poor girls. • This shows that the gender gap in educational outcomes starts long before children enter school – and needs to be tackled from a much earlier age. Surrey Early Years Conference 2016

12. Poor children are falling behind inlanguage across England • Falling behind so early in life has significant consequences for a child’s ability to get on well at school. The impact of children’s early language development can extend far into adulthood. • A child with weak language skills at the age of five is much less likely to be a strong reader at the age of 11 than a five-year-old with good language skills. Surrey Early Years Conference 2016

13. The importance of early years • It is vital that, as a country, we do more to ensure that the vast majority of children develop strong language skills by the age of five. • How well do you support children’s communication and language development in your setting? • How do your staff promote children’s speaking and listening skills? How closely to do you monitor all children’s development? Where are the gaps? Surrey Early Years Conference 2016

14. Narrowing the gap – a national priority Nationally, gaps in the attainment of children by the end of the EYFS are too wide. Attainment needs to be better for: • children living in poverty • children from lower income families • boys • some ethnic groups such as white working class boys • children who have special educational needs • children born in the summer. Surrey Early Years Conference 2016

15. Some key data about the FSM gap Surrey Early Years Conference 2016 In England – the gap between FSM children and others reaching a GLD is almost 18 percentage points. In the South East – the gap between FSM children and others reaching a GLD is 19 percentage points. In the South East 53% of children eligible for FSM achieved a GLD compared to 72% of those not eligible. This figures drops to 44% for FSM boys, compared to 62% of FSM girls. This means that in 2015, 4992 children in the South East did not achieve a good level of development at the end of reception year.

16. Measuring children’s progress Under the new framework, settings need to be able to show the inspector how they ensure all children, and groups of children, make progress. How can you demonstrate you are ‘closing the gaps’ for the most vulnerable children? What difference are you making? Surrey Early Years Conference 2016

17. Time to reflect How do you ensure that your setting prepares children for starting school? Can you clearly demonstrate the progress of all children and groups of children? What procedures do you put in place to narrow the gap for the most disadvantaged children? How effectively are you monitoring your provision and making sure all children make progress? Do you need to update your self-evaluation and action plans? Surrey Early Years Conference 2016

18. Thank you for listening – any questions?

19. Narrowing The Gap; A Childminder Perspective

20. Narrowing the Gap • Early Years Pupil Premium • Home Learning Sharing Bags

21. Home Learning Sharing Bags • Devised with the intention that is be used by children with parents/carers and that they be present to support children’s learning • Crib sheets accompany the packs to help parent/carers get the most out of the activities. Though we note that children develop at their own rate and in their own ways (EYFS 2012) it does not mean the child should be expected to do everything on the sheet. • The inclusion of the Areas of Development helps parents/carers to better understand what learning could be achieved • A feedback sheet accompanies the pack therefore providing valuable evidence for Ofsted and the Keyperson

22. Points to consider • Evaluate the needs of the child and family • Decide on what resources will best support the shared learning for your family and child • Remember your target audience – • Potential difficulties • Level of literacy within the family • English as an additional language • Hard to reach family

23. Example 1 Activity Idea: Play doctor/patient. Encourage child to include a narrative (model): what is happening? What will happen next? Doctors Case

24. Doctor Case – potential learning opportunities

25. Feelings/Emotions • Home Learning • Activity Bag 2 • Eggspression • Happy Family • 3 Silky Scarves • Number Pebbles • Paper and 12 pens Activity Idea: Talk about feelings: look at Eggspression and chat about the emotions you can see. Ask – can you remember a time when you felt like that? Why? If unhappy – what could have been said or done to make you feel better? Example 2 Activity Idea: Talk about feelings: look at Eggspression and chat about the emotions you can see. Ask – can you remember a time when you felt like that? Why? If unhappy – what could have been said or done to make you feel better?

26. Feeling and Emotions – potential learning opportunities.

27. Parent/Carer feedback Our favourite activity was threading/beading game and we enjoyed the creative process of pattern/colour and shape, there was no least favourite activity M enjoyed them all. Observations M already understood the concept of a pattern with colour but now realises it can mean shape also. M learned that communication is a key aspect of seeing the doctor when poorly and that you need to ask questions to help. M liked looking through the coloured scarves and used them to make a den, they tinted her view and made objects in the room appear that colour.

28. Final note… Children are born ready, able and eager to learn, they actively reach out to interact with other people and in the world around them. Development is not an automatic process, however it depends upon each unique child having opportunities to interact in positive relationships and enabling environment (EYFS 2012)

29. Narrowing The Gap; A Parent Perspective

30. Narrowing the Gap – a day nursery perspective Ofsted Big Conversation, South East Region April 2016 Bromley David Wright

31. Narrowing “the Gap”? • Definitions, assumptions, generalisations • Singular - gap(s)?? • Static - does attainment change over time? • - is progress linear? • Accurate - What is being measured? – data, rigour • - GIGO (garbage in, garbage out) • - Interpretation / moderation • - Formative & summative Narrowing the Gap

32. Language Development and Questioning • “Children from low income backgrounds* have fewer skills in the prime areas of learning, particularly in language and communication……not only do children from low income backgrounds have fewer words in their vocabulary, but they acquire new vocabulary at a much slower rate than their better off peers. The difference in their vocabulary not only relates to the number of words they know and understand, but also to the extent to which they are able to use words to express meaning through speech”. • Ofsted (2014) Report of Her Majesty’s Inspector of Education, Children’s Services and Skills: Early Years. • * EYPP Narrowing the Gap

33. 30 million word gap (by age 3) University of Kansas study Betty Hart and Todd R. Risley (2003) We know this from neuroscience - Repeated, positive interactions build brains What is our role when this may not be happening in the home? Newborn 1 month 6 months 2 years Narrowing the Gap

34. Observation and assessment • “Staff assess children’s skills, knowledge and abilities accurately and use this information to plan how to improve children’s progress”. (=closing the gap?) • Ofsted (2014) Letter to Early Years’ Inspectors Narrowing the Gap

35. EYFS Four Principles • Unique Child + Positive Relationships + Enabling Environments • = Learning and Development • The quality of adult:child interactions • language development • singing, talking, conversation, reading, story telling, rhymes, • repetition, modelling, praise, encouragement, questioning. • commenting – giving children vocabulary and context = literacy • sustained shared thinking – using children’s interests • Language rich environment • organisation of the environment and resources • opportunities for communication Narrowing the Gap

36. Data / Assessment • Online Journals / Tracking • Individual progress • Cohort tracking – data • accuracy (GIGO) • interpretation / context • so what? – how to “improve children’s progress” • – next steps Narrowing the Gap

37. Assessment / Tracking Systems Narrowing the Gap

38. The Unique Child • An holistic view – knowing the child • Data / statistics tell a partial story • Danger of aggregation – loses meaning, validity of comparisons? • Role of the key person is vital for the individual • Relational and personal context of • the planning cycle – • assessment, next steps • pedagogy, practice, interactions Narrowing the Gap

39. Closing the gap • Create a climate of cultivation, where everyone thrives • children join a culture – behaviour, aspirations, expectations, • fun, joy, wonder, enthusiasm, curiosity • virtuous circle of growth, the value of peer support • We all grow together. In a language rich environment, compensating for lack of language does not damage the more able. • Additional support to address specific needs eg nurture groups Narrowing the Gap

40. Other Gaps? • Physical Development • Role of the PANCo • physical activity audits – what %ge of sessions are sedentary? • purposeful physical activities – development of specific physical capabilities • healthy eating / lifestyles promotion • educating parents • PSED – engagement with the child, natural outcome of inclusive practice, recognising / valuing the individual and his / her needs. Narrowing the Gap

41. Narrowing the Gap

42. South East#Ofstedbigconversation

43. Myth Busting

44. #OfstedbigconversationQ&A session

45. South East #Ofstedbigconversation