Ofsted published Strong foundations in the first years of school in October 2024, which included a number of considerations for school leaders. Using the considerations provided in the report will assist leaders in auditing the curriculum, pedagogy, assessment and personal development and attitudes in early years and key stage 1. 

‘Research is clear that high-quality early education establishes the foundations for later success, including academic achievement, good health and well-being. While high-quality education benefits all children, it is especially important for those whose early learning has been limited. This may include children who come from disadvantaged backgrounds and those whose language and communication are delayed.’ 

Curriculum considerations for leaders 

• Does the curriculum prioritise children’s communication and language? 

• How do you make sure that the curriculum gives enough emphasis to other foundational knowledge and skills, such as addition facts, handwriting and how to write simple sentences (depending on year group and EYFS/national curriculum requirements)? 

• Do whole-school approaches get in the way of children learning important foundational knowledge in the early years and key stage 1? Do these approaches (for example, to extended writing or reading comprehension) expect children to do too much too soon? 

• When activities are designed, to what extent is the focus on what children should learn and practise and how all children will benefit? 

• To what extent does the curriculum reflect children’s starting points? Does it sufficiently emphasise the knowledge and skills that children need to learn so that they are not held back later? 

Pedagogy considerations for leaders 

• How do you make sure that all children get enough practice to become fluent in using important foundational knowledge? 

• How are tasks broken down to focus on small steps of learning and to prepare children for what comes next? 

• What routines help children to maintain attention without overloading their working memory? 

• How are distractions kept to a minimum to help children focus? 

• Does instruction involve all children, including those who find learning more difficult? 

• How do you make sure that children with lower starting points have enough opportunities to interact with adults? 

• To what extent have you considered what children are thinking during play-based learning? 

• Do all staff understand how play can develop children’s language and executive functioning and help them to learn important knowledge? 

• Do staff know how to address children’s speech, language and communication difficulties? 

Assessment considerations for leaders 

• Does training make sure that staff can anticipate and deal with misconceptions during instruction and practice? 

• Do gaps in knowledge for the lowest-attaining children persist? If so, why? 

• To what extent do current reading and writing tasks replicate end of key stage tests? Can tasks be introduced that provide practice (and opportunities for assessment) in foundational knowledge? 

• How do you assess foundational knowledge and skills such as handwriting and number facts? 

• How might information about any gaps in children’s knowledge be shared most effectively with the children’s next teacher? 

Personal development, behaviour and attitudes considerations for leaders 

• How do you help children to get on with others and learn well? In particular, how do you help children who have less previous experience of this than others? 

• How do you make sure that activities enable children to learn and to be able to do what you expect? How do you make sure that activities are not too complicated? 

Recommendations 

Schools should: 

• make sure that the curriculum clearly identifies the foundational knowledge and skills, as outlined in the EYFS and national curriculum, that children will need for later learning 

• give children sufficient high-quality opportunities to practise using foundational knowledge and skills so that they become fluent 

• choose teaching methods that are suited to what is being taught and what children already know 

• make sure that assessment picks up children’s misunderstandings quickly and gives teachers early opportunities to help children who need extra teaching and practice 

• make sure that end of key stage 1 assessments do not disproportionately influence decisions about curriculum and teaching methods 

‘When children join Reception, what they already know differs greatly. Some will need additional teaching. They will need opportunities to develop their language and communication, to learn what their peers already know. This may include children with special educational needs and/or disabilities (SEND). 

Early education must equip all children, without fail, with the knowledge and skills they need to make progress in Reception, through key stage 1 and beyond.’ 

CREDIT: Research and analysis Strong foundations in the first years of school, Published 8 October 2024, Ofsted 

 This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.