Schools continue to face significant challenges in dealing with
the impact of the COVID-19 pandemic on the behaviour and social
skills of children currently in Reception and key stage 1.
Today's report identifies areas it might be particularly
important for schools to focus on.
Read the report ‘Strong foundations in the
first years of school'.
While all schools recognise the importance of the earliest years
of a child's education, the report finds that disadvantaged
children who need the most help to secure strong learning aren't
always finishing key stage 1 with the foundational knowledge and
skills they will need throughout the rest of their education –
the ability to communicate, read, write and calculate as well as
strong physical, emotional and social development. This is making
it harder for these children to learn in later key stages.
The report highlights that the teaching of early reading is
improving but notes that, beyond the teaching of phonics,
schools' English curriculums are often not effective. Inspectors
found that too often children are asked to complete complex
reading and writing tasks before they have been taught and
practised the knowledge and skills needed to be successful.
The report also makes clear that strong curriculum and teaching
have the greatest impact on children who begin school with the
lowest starting points. As a result, any weaknesses in
curriculum, teaching or assessment are widening the gaps that
already exist between these children, particularly those with
special educational needs, and their peers.
Inspectors found that one of the main barriers to children's
learning in Reception and key stage 1 is where the foundational
knowledge they need to know is not clearly identified in the
curriculum. This often leaves teachers unsure about what to
prioritise in their teaching and assessment.
The report also notes that chosen teaching methods are not always
helping children learn what they need to know, and assessment
sometimes fails to help teachers understand what children are
able to do. For example, children may be expected to write a
story before they have been taught how to form letters and spell
the words they want to write.
Ofsted identifies several examples of good practice. For example,
some schools have adapted their curriculum to emphasise language
development in response to an increasing number of children
joining Reception with speech, language and communication
difficulties.
The report makes a series of recommendations for schools to
ensure children build the foundational knowledge and skills they
need by the end of key stage 1, including:
- making sure that the foundational knowledge and skills that
children will need for later learning are clearly set out in the
curriculum
- providing children with sufficient opportunities to practise
using their foundational knowledge and skills so they become
fully embedded
- making sure that teaching methods are suited to the subject
being taught and what children already know
- ensuring that assessment can pick up children's
misunderstandings quickly so that teachers are able to support
those who need extra help at the earliest possible stage
- making sure that end of key stage assessments do not
disproportionately influence decisions about curriculum and
teaching methods
Sir Martyn Oliver, His Majesty's Chief Inspector, said:
A child's first few years at school are vitally important to
their future learning and development. We know that by providing
children with an excellent early education, we can set them up
with the tools they need to flourish throughout the later stage
of their education.
It's encouraging that there has been some good progress in
improving the teaching of early reading and mathematics in
primary schools. But schools are still having to navigate the
impact of the pandemic, and many children are still catching up
on lost learning. It is those children who are most vulnerable
who benefit most from a strong start to their education. I hope
this report helps teachers and school leaders in developing a
curriculum that provides all children with the knowledge and
skills that they need.
Notes to editors
- The report draws on evidence from Ofsted's previous
publications as well as 20 visits by His Majesty's Inspectors
(HMI) to schools.
- In light of this report's findings, Ofsted will be reviewing
and updating guidance for inspectors to ensure they focus more on
how well curriculum, teaching and assessment is enabling children
in Reception and key stage 1 to learn foundational knowledge.
