The inspectorate has published a report based on visits to schools looking at how they support children to develop the ‘foundational knowledge’ and skills they need by the end of Key Stage 1 to do well in education later on.
Inspectors found that one of the main barriers to children’s learning in Reception and key stage 1 is when ‘the foundational knowledge’ children need is not clearly identified in the curriculum. This often leaves teachers unsure about what to prioritise in their teaching and assessment, Ofsted said.
It states that English and literacy curriculums, more than maths, tend to introduce complex tasks too early, which means that ‘children do not learn the proper way:
- to compose simple sentences orally
- how to hold a pencil correctly and form letters and numbers
- how to spell
- how to become a fluent reader.
The report identifies areas it might be particularly important for schools to focus on.
It also states ‘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.’
The report also notes the rise in the number of children in Reception with speech and language difficulties. It gave an example of how one school had revised its curriculum so that, for example, children are given more opportunities to sing songs and nursery rhymes.
According to the report, ‘When staff read stories, the children learned key words and phrases by heart. Over time, the number of children deemed to have SEND halved. Leaders also noticed that, as children’s communication improved, so did their behaviour.’
It also says that, ‘Children in the Reception Year are often asked to write stories or about recent events before they have learned the necessary knowledge and skills. This is particularly difficult for children with lower starting points. For example, all the children in a Year 1 class might be expected to write a character description, even though some of them still cannot form all their letters or write recognisable words.’
‘Ineffective use of play-based learning’
The report also considers the role of play in children’s learning.
It states, ‘Teachers need to think carefully about play-based learning and the role of the adult. For example, they should plan and prepare resources for play that reflect children’s differing knowledge and broaden their interests.
‘When adults, through their interactions, help children name new objects and thoughtfully explore resources with them, they develop children’s language, extend their vocabulary and introduce them to knowledge of the world.’
Responding to the new research, James Bowen, assistant general secretary at school leaders' union NAHT, said, ‘Ofsted is right to highlight that primary schools are still feeling the effects of the pandemic. It’s important to remember that many children currently in Key Stage 1 will have missed out on important pre-school experiences due to Covid and will have experienced major disruption to their early education.
‘While curriculum choices made by teachers are obviously important, this is only one part of a much bigger picture. The previous government’s failure to invest properly in Covid recovery and the decimation of crucial early support services has meant that young children who need extra support often struggle to access it.
‘If we are to ensure that every child is able to thrive at the start of primary school, then it’s vital that they receive the specialist support they need as early as possible.
‘The recently launched curriculum review also offers an opportunity to look carefully at the appropriateness of the Key Stage 1 curriculum and to ask whether or not it meets the needs of all pupils.’
Ofsted chief inspector Sir Martyn Oliver said, ‘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.’
Ofsted has also published the final part of its Best Start in Life research, which focuses on what progress looks like for pre-school children in the four specific areas of learning - literacy, mathematics, understanding of the world and expressive arts and design.
- The report Strong Foundations in the First Years of School is available here https://www.gov.uk/government/publications/strong-foundations-in-the-first-years-of-school
