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Ruth Mason Early Years Lead Improvement Adviser Early Years and School Improvement Team

Child Ready: School Ready “Enabling schools, families, communities and children to be ready for one another, in order for the first steps of a child’s journey into school to be successful ”. Ruth Mason Early Years Lead Improvement Adviser Early Years and School Improvement Team.

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Ruth Mason Early Years Lead Improvement Adviser Early Years and School Improvement Team

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  1. Child Ready: School Ready“Enabling schools, families, communities and children to be ready for one another, in order for the first steps of a child’s journey into school to be successful” Ruth Mason Early Years Lead Improvement Adviser Early Years and School Improvement Team

  2. Early Years nurturing life long learning, a continuum from birth

  3. Characteristics of Effective Learning

  4. Early Learning, the importance of Pedagogy • Are you ready? Ofsted 2014 • School Ready? NAHT • Effective Primary School Teaching 2016 • Bold Beginnings, Ofsted 1.17 • The Hundred Review, CREC 3.17 • Unlocking Talent, Fulfilling Potential, DfE 12.17

  5. Unlocking Talent, Fulfilling Potential, DfE12.17Ambition 1: Close the word gap in early years • Challenge 1: Ensuring more disadvantaged children are able to experience a language rich early environment • Challenge 2: Improving the availability and take up of high quality early years provision by disadvantaged children and in challenging areas • Challenge 3: Improving the quality of early years provision by spreading best practice Through: partnerships, parents, evidence-based approaches and targeting where the need is greatest

  6. Academic research Effective Provision of Preschool, Primary and Secondary Education 1997-2014 -High quality interactions (sustained shared thinking) • self-manage, initial and self-direct their learning with adults joining and supporting play/learning • Behaviour expectations where adults supported children in thinking and talking through conflict • Strong correlation between diversity of the setting and children’s outcomes

  7. Academic research What constitutes developmentally sensitive pedagogy in Reception: -Play based -Multi-sensory (Goswami and Bryant 2007) • Child-initiated, adult-led, guided and playful Importance of: -Non-cognitive skills – characteristics of effective learning -Executive functioning -Language, social emotional and physical skills

  8. Academic research Warns against: • School readiness models that focus on transmission and reproduction on knowledge (TATYC 2016) • School readiness agenda driven by the government’s policy and economic drive and the influence of Ofsted on policy through its inspection regime (Neum 2016) • Schoolification , comparing and evaluating education systems driving global competition down to the EYs (Ang 2014)

  9. Being, Belonging, Becoming • Being – the child is valued for who he is here and now • Belonging – the child is viewed as a member of the immediate community and wider society • Becoming – the child is valued for the adult/student he will become in the future Papatheodorou 2010 ReggioGreek EYFS pre-school TeWhariki

  10. Let’s celebrate children’s strengths now

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