Still Not Listening? Ofsted’s Influence on the Shape of the Reception Year, the Teaching of Early Years Reading in England, and Other Concerns from an Early Years Perspective

FORUM - ISSN 0963-8253
Volume 60 Number 3 (2018)

Still Not Listening? Ofsted’s Influence on the Shape of the Reception Year, the Teaching of Early Years Reading in England, and Other Concerns from an Early Years Perspective
WENDY SCOTT, pages 289-300
DOI: 10.15730/forum.2018.60.3.289

Abstract

There is widespread concern about aspects of government policy relating to early years education. Current proposals for baseline assessment and changes to the early learning goals reveal a lack of insight into the nature of early learning, and little understanding and respect for effective early years pedagogy. Indeed, it is apparent that the Reception year in primary schools is now explicitly seen as preparation for Year 1, instead of being celebrated as part of the Early Years Foundation Stage (EYFS). The role of Ofsted in reinforcing this development is regrettable, reflecting as it does the politicisation of education and the loss of informed impartial professional advice both to schools and to policymakers.

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To cite this article
WENDY SCOTT (2018) Still Not Listening? Ofsted’s Influence on the Shape of the Reception Year, the Teaching of Early Years Reading in England, and Other Concerns from an Early Years Perspective, FORUM, 60(3), 289-300. https://doi.org/10.15730/forum.2018.60.3.289

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