Outstanding Early Years

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These slides were used by James Nottingham with the Christ Church Primary cluster in Bexley on 13th June 2011

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<ul><li> 1. Outstanding Early Years Teaching<br />James Nottingham james@jnpartnership.com<br />www.osiriseducational.co.uk<br /></li> <li> 2. Outstanding Early Years<br /><ul><li> What is outstanding EY practice? </li> <li> 3. How can we scaffold and stretch childrens learning? </li> <li> 4. What type of praise underpins outstanding EY practice? </li> <li> 5. What role does reviewing play?</li></ul>222<br /></li> <li> 6. Focus on learning, not grades<br />Pupils show greater motivation, are better behaved and are more likely to be independent and strategic thinkers when teachers are not obsessed by grades.<br />If there is one new thing we need in our school system right now, it is a well-developed focus on learning.<br />Chris Watkins, Institute of Education, Aug 2010<br />From an analysis of 100 international studies on how children learn<br /></li> <li> 7. A new government, a new curriculum?<br />The best schools &amp; nurseries design learning for their pupils and then cross check against the national expectations to see they have done right by the pupils in terms of the agreedentitlement for all the nations children. The attainment targets give a touchstone for the expected standards and thats it.<br />Many schools believe the myths that have been peddled about the national curriculum and some current ministers seem to believe them too. The truth is nothing can be changed by statute until 2012. Even then, it will only be the national expectations. It doesnt really matter what comes from government; how it is packaged, what it contains. In the end, the curriculum is the one that children in schools and nurseries meet day in, day out. <br /></li> <li> 8. Tickell Review Recommendations<br /></li> <li> 9. Not everything counts<br />Not everything that counts can be counted, and not everything that can be counted counts<br />Sign hanging in<br />Einstein's office at Princeton<br /></li> <li> 10. Outstanding<br /><ul><li>Most learners make well above average progress </li> <li> 11. Children behave very well and are engrossed in their work </li> <li> 12. Teaching is based on expert knowledge, is stimulating and rigorous </li> <li> 13. All learners are challenged and stretched </li> <li> 14. Assessment successfully underpins the teaching and learners know how to improve</li></ul>Good<br /><ul><li>Most learners make good progress </li> <li> 15. Children display good behaviour and attitudes </li> <li> 16. Teaching is well informed, confident, engaging and precise </li> <li> 17. Most children are suitably challenged and can succeed </li> <li> 18. Assessment is accurate, regular and consistent, &amp; informs students how to improve</li></ul></li></ul>