This latest report from Ofsted examines how schools secure the foundational knowledge and skills that every child needs by the end of key stage 1 to give them the best chance of educational success. Schools are facing significant challenges in dealing with the impact of the COVID-19 pandemic on children currently in Reception and key stage 1. This report identifies what might be particularly important for schools to focus on.
The report states that by the end of key stage 1, all children need foundational knowledge: how to communicate, read, write and calculate. This includes the general knowledge that will help them to understand the world around them. Their physical, emotional and social development are also important. Finally, developing executive function is crucial for both learning and well-being. This means they need to be able to:
focus their attention on what matters and screen out what is not relevant
hold information in their minds in order to work on it
focus on a goal and work out when it is necessary to change their approach to achieve it
The report evidence suggests that the children who are already the most knowledgeable and confident get the most out of Reception and key stage 1. Those who need the most help to secure firm learning foundations do not always get the teaching and practice they need. As a result, even at this young age, some children fall further behind their peers. Once children fall behind, it is hard for them to catch up.
This blog summarises the main findings in the report and will sign post you to key documents to support school development of foundational skills. Let's get it right from the beginning.
'Some schools are not making sure that all children learn the foundational knowledge that they will need later. This makes it harder for children to learn at key stage 2.'
Sometimes teachers do not know what to prioritise. Clarity is needed around curriculum priorities for Reception and Key Stage One.
Some curriculums are overloaded. Activities need to focus on helping children build fluency in foundational knowledge and skills, ensuring enough time is given for children to practice what they have been taught.
Some curriculums, particularly in reception, can leave children's learning to chance. Sometimes children who need the most teaching and practice will opt out.
Sometimes when schools have identified weaknesses in children's knowledge, skills and behaviour, careful consideration of adaptations to curriculum or teaching approaches is lacking.
Our thoughts...
Do you find yourself struggling to fit everything in, not knowing what to prioritise and always thinking I need to do that again, but there not enough time!
Well it's time to reconsider our priorities and possibly ask for clarification from leadership.
If you've ever learned a new skill as an adult, such as an instrument or circus skills, you will know how much practice is required. Many of us will also need someone to motivate us through this tricky practice time, so that you can believe in yourself and the process and eventually make progress and become fluent. We need to make practice enjoyable - this is our job!
Both play based learning and direct teaching are essential. Maybe it's time to carefully consider which knowledge and skills are best acquired through play or through direct teaching. We need to feel confident that we haven't left key foundational learning to chance.
'Children who begin school with the lowest starting points and those who start to fall behind are the most affected by weaknesses in curriculum, teaching and assessment.'
Sometimes these vulnerable children are not presented with adequate opportunities to learn.
Sometimes adults don't interact with these children as much as they do with others.
This widens the gap.
Our thoughts...
Are there children who slip under your radar. Maybe it's not your weakest children? Maybe it's the quiet and hard to reach children. How can we ensure to give all our vulnerable children adequate opportunities for learning? Take a look at your class list and reflect on how often you interact with each child.
Do you require support in knowing how to assess these children's starting point and next steps in learning? If we leave these children to chance then the gap will widen more quickly. These children need our time most of all.
'Schools’ curriculums for English – and literacy in the early years – beyond the teaching of phonics, are often weak.'
The teaching of reading is improving and systematic synthetic phonics has a role in this improvement.
Many schools introduce complex reading and writing tasks too early - before children have become fluent in foundational skills and knowledge such as handwriting and composing simple sentences.
End of key stage one assessments have unhelpfully influenced schools decisions around the key stage one curriculum.
Our thoughts...
We should celebrate all the work we have done to ensure we teach our systematic, synthetic phonics programmes well. This is having an impact on the children's ability to decode, encode and read fluently.
Do we always match our writing practice to the children's foundational skills and knowledge? When children are still learning the alphabetic code we should be choosing words and sentences for them to transcribe which only include words containing their sound knowledge.
Do our children have a solid understanding and application of simple sentences before moving onto compound and complex sentences? Do we need to readjust our expectations here to allow children time to practice and master the foundational writing skills. Handwriting, spelling alongside the ability to think of, say and write simple sentences are foundational.
Is the fact that end of KS1 assessments are no longer statutory giving us licence to re-think here? We used to be guided by the end of KS1 assessments. Should we now be guided by the children - we think so!
To be truly guided by the children our assessment needs to be strong and accurate for all children, and we need to adapt accordingly.
The report then goes on into more detail and recommendations for these four key areas for development going forwards for leaders and class teachers:
Ensuring a clear curriculum
Ensuring appropriate pedagogy
Ensuring assessment is effective
Ensuring children's personal development, behaviour and attitudes
I hope this blog has given you lots of food for thought and has got you thinking about developments your school could make. I definitely recommend giving the full report a read.
Please share this blog and the report with your school leaders and let's ignite some positive changes.
For more information about us and the support we offer please go to English Hubs - St Wilfrid's English Hub (stwenglishhub.co.uk)