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good practice in y1? OFSTED's view?

Discussion in 'Headteachers' started by breadmaker, Feb 12, 2011.

  1. breadmaker

    breadmaker New commenter

    Could anyone point me in the direction of any OFSTED literature on what constitutes good practice in y1 with regard to classroom management and organisation of the teaching and learning environment? Am hearing many conflicting views out there- from total free flow with just designated letters and sounds and numeracy whole class session times to children at a table all day with no access to sand,water, role play etc.
    Is there a definitive answer to this question?! Thanks for anyone taking the time to reply.
     
  2. I am not sure that Ofsted will provide the answer in so direct a form. The Ofsted evaluation schedule of judgements clearly expects the learning experience to be appropriate for the child according to assessment of prior learning.
    The following link to the National Strategies site will take you to a case study about bringing EYFS and KS1 together:
    http://nationalstrategies.standards.dcsf.gov.uk/node/346227
    The link below is to a sheet on the National Strategies site about using App & EYFS Profile in KS1:
    http://nationalstrategies.standards.dcsf.gov.uk/downloader/575444be0ccbdb94d9408e5a39d8beaa.pdf

    EYFS & Year 1 teachers have a challenging task to manage the transition. Done well, we shouldn't see the join!

    There some useful observation checklists based on Ofsted guidance to inspectors and a helpful version of the Ofsted evaluation schedule at:

    www.notasweknowit.co.uk/freeresources.htm
     
  3. breadmaker

    breadmaker New commenter

    Thanks so much for those- I have only glanced breifly but will read in more detail tomorrow. Thanks for your time.
     
  4. anon2799

    anon2799 New commenter

    It depends on a range of factors. Cohort, time of year , ofsted team etc. The main thing you need to be able to show is that children are making good progress. Show that and you can run it how you like.
    We run ours as what I call foundation+. all the self selection areas set up in the classroom allowing some pupil autonomy but a greater degree of direct teaching ( both whole class and group) than FS. The proportion of direct teaching increases with the maturity of the children. We were done last term and they thought our arrangements were excellent and provided a smooth transition.
     
  5. Ofsted really have very little remit to comment on the strategies used (individual inspectors have their own agendas though) and if they comment negatively challenege them! They should look at the impact and SHOULD focus on whether the children are happy, well-behaved, learning and making good progress (across the curriculum0. How you deliver this is up to you but you must ensure impact and value for money.
    They also have the role of ensuring legal provision- this is wide-ranging- but ensure that your transition offers full legal access to the KS1 curriculum coverage (but generally, in my experience, they don't go into too much detail about this).


     
  6. You are judged almost entirely on outcomes. The only time provision comes into play, as MrsC says is on how the school meets statutory requirements. Provision might get commented on if something doesn't work so well. For example if pupils don't make much progress in Y1, inspectors will investigate the reasons why this is the case and comment on the provision. Aspects for improvement in the report are then worded in terms of improving outcomes by improving the provision. An example of this :
    'Raise standards in mathematics at Key Stage 1 by :
    • ensuring there are sufficient opportunities for pupils to learn through active participation in their learning
    • building in opportunities across the curriculum for pupils to develop their calculating skills
    There are 4 sections in the report under 'provision' but they are essentially linked to outcomes as well, and this is very obvious in the grade descriptors in the evaluation schedule.
     

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