The new Education Inspection Framework (EIF) requires early years settings to re-balance their priorities in their practice and provision. Rather than prioritising evidence gathering and outcomes data, settings now need to think more broadly about their ‘quality of education’, so that they can deliver the best possible outcomes for the children in their care, particularly those from disadvantaged backgrounds.
The ‘Quality of education’ judgement is divided into three parts: ‘Intent’, ‘Implementation’ and ‘Impact’, and says Ofsted, brings together ‘the essential ingredients of education: the curriculum; the teaching, and the assessment that provides the feedback loop; and the resulting outcomes’.
For early years settings, the expectation is that they:
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