Leadership Briefings Summer 201819 EYFS Profile Data 2018

Leadership Briefings Summer 2018/19

EYFS Profile Data 2018

How can we best support the language gap?

Ambition 1: Close the Word Gap in the early years. Children with strong foundations start school in a position to progress, but too many children fall behind early. Word Gap - These gaps are particularly pronounced in early language and literacy. By the age of three, more disadvantaged children are, on average, almost a full year and a half behind their affluent peers in their early language development. Unlocking Talent, Fulfilling Potential Df. E Dec 2017

So, how can we meet this challenge? When we talk of closing the word gap, we actually mean something much bigger than that unassuming phrase implies. We mean welcoming a child into a world of ideas, insights and emotions, into a world that we, the wordrich, take for granted, and which we will routinely guarantee for our own children. Geoff Barton- General Secretary Association of School and College Leaders

More than words…

Sharing stories On Monday Jasper found a bean. On Tuesday he planted it. On Wednesday he watered it. On Thursday he dug and raked and sprayed and hoed it. On Friday night he picked up all the slugs and snails. On Saturday he even mowed it! On Sunday Jasper waited and waited… When Monday came around again he dug it up. ’That bean will never make a beanstalk, ’ said Jasper. But a long, long time later… It did! (It was on a Thursday, I think. ) Now Jasper is looking for giants!

Jasper’s Beanstalk On Monday Jasper found a bean. On Tuesday he planted it. On Wednesday he watered it. On Thursday he dug and raked and sprayed and hoed it. On Friday night he picked up all the slugs and snails. On Saturday he even mowed it! On Sunday Jasper waited and waited… When Monday came around again he dug it up. ’That bean will never make a beanstalk, ’ said Jasper. But a long, long time later… It did! (It was on a Thursday, I think. ) Now Jasper is looking for giants!

What does cultural capital mean for the early years? We all know just how important the early years are – building strong foundations that will make a real difference to a child’s future should happen between birth and five. We believe that cultural capital is about giving children the best possible start to their early education and future success. Wendy Ratcliff HMI

Our job is to teach the students we have. Not the ones we would like to have, Not the ones we used to have, Those we have right now. All of them.

What’s in the bag?

So, as Leader what can I expect to see? How do I know we have good provision? • Resourcing • Role of the adult • Environments • Definition of good teaching in early years from the Ofsted framework • Effective links to make parents as partners

Implementation Teaching should not be taken to imply a ‘top down’ or formal way of working. It is a broad term that covers the many different ways in which adults help young children learn. It includes their interactions with children during planned and child-initiated play and activities, communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment that adults provide and the attention given to the physical environment, as well as the structure and routines of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand can do, as well as taking account of their interests and dispositions to learn (characteristics of effective learning), and how practitioners use this information to plan children’s next steps in learning and to monitor their progress. School Inspection Handbook May 2019, p 80

Useful organisations and websites