Teaching in the EYFS. Early Years Advisory Team

Transcription

1 Teaching in the EYFS Early Years Advisory Team

2 Objectives To clarify understanding of the term teaching To understand Ofsted s expectation of teaching To consider implications of new emphasis on T&L within inspections

3 Children don t learn by osmosis!

4 The expectation that practitioners should spend more time interacting and less time observing was a sign of things to come.

5 New emphasis in Ofsted inspections High-quality early education is the focus of Ofsted s revised inspection framework. Our inspection framework will focus even more on the quality of teaching and its impact on the learning and development of very young children.

6 New references in Ofsted documents The extent to which children s needs are identified and met through high quality teaching The effectiveness of the providers plans for driving improvement in the quality of teaching In all observations the emphasis should be on how effectively children s learning is being supported by teaching The provider to contribute evidence towards judgements about the quality of teaching and learning Or the quality of teaching is not sufficiently enhancing and promoting children s learning

7 Evaluation schedule criteria How well teaching strategies, together with support and intervention, match individual children s needs and ensure that they make good progress.

8 Ofsted s definition of Teaching

9 Quality of interaction It includes their interactions with children during planned and child initiated play and activities.

10 Enabling environment It takes account of the equipment they provide and the attention to the physical environment as well as the structures and routines of the day that establish expectations.

11 Characteristics of Learning Integral to teaching is how practitioners assess what children know, understand and can do as well as take account of their interests and dispositions to learning.

12 Assessment And USE this information to plan children s next steps in learning and monitor their progress.

13 Teaching is not about

14 Outstanding teaching The quality of teaching is consistently of a very high quality, inspirational and worthy of dissemination to other providers Clear understanding of how children learn Provide rich, varied and imaginative experiences Assessment is precise, sharply focused, monitored and used Children consistently demonstrate CoL

15 Weak teaching Not covering 7 areas of learning Not providing interesting activities in enough depth Not providing challenge resulting in a lack of enthusiasm for learning Poor understanding of prime and/or specific AoL Poor knowledge of how to promote children s L&D Teaching not matched to children s needs Planning not matched to children s needs Observations are inconsistent in quality, infrequent or not accurate Insufficient progress from starting points

16 Teaching in the EYFS is about having a clear knowledge of how children learn.

17 Teaching in the EYFS is about having the knowledge and skills to interest children in the world about them.

18 More formal educational endeavours such as reading, writing and maths should also be introduced through playful contexts.

19 Getting it right first time Effective leaders build teams of well-qualified and skilled practitioners who see themselves as educators. and they hold staff to account for the quality of their teaching and children s progress.

20 Judging progress Children s progress should not be viewed as a race to the goals. The extent of children s progress relates largely to the quality of teaching and the impact this has on children s progress.

21 Observations of activities and care routines The inspector will consider whether: Interactions with children are merely supervisory Adults motivate children, encourage them to be independent, and support them to manage their personal needs Adults questions challenge children to think and find out more

22 Observations of activities and care routines (continued) The inspector will consider whether: Adults model language well Practitioners leave children alone to explore, make their own discoveries, solve problems and learn skills through self-initiated play Practitioners are skilled in knowing how and when to intervene in children s play

23 How well the provision meets the needs of children The main evidence comes from inspectors direct observations of the way in which children demonstrate the key characteristics of effective learning and their evaluation of how practitioners teaching facilitates children s learning.

24 Getting it right first time This means that they ( the settings we visited for this good practice report ) are not afraid to teach children and to ensure that their staff are highly skilled adults who improve the vocabulary, cognitive and social skills of very young children, particularly when they are not able to gain them at home.