MASTERCLASS: How to be Outstanding in Ofsted’s ‘Quality of education’ judgement

09:15 - 12:15

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:

  • plan a broad, balanced and aspirational curriculum
  • create an environment that meets the developmental needs of the child
  • organise and scaffold learning coherently to provide ‘progression’ and ‘stretch’
  • assess effectively.

This masterclass will:
  • provide an overview of the ‘Quality of education’ judgement
  • analyse what Outstanding ‘quality of education’ means in the context of the early years
  • give practical guidance on how to sequence and provide challenge in children’s learning experiences, and Communication and Language in particular
  • provide an insight into what ‘cultural capital’ means for early years settings.
The programme aims to help practitioners develop, implement, assess and articulate their vision of ‘quality education’ for the children in their setting.


9.15-9.30 Coffee and networking

9.30-10.30 ‘Quality of education’: Intent, Implementation and Impact

Jan Dubiel provides an overview of:

  • ‘Intent’, ‘Implementation’ and ‘Impact’: what they mean and how they interconnect
  • curriculum content: the skills, knowledge, values and attitudes to consider, and how the revised Development Matters will help settings with curriculum planning
  • approaches to delivering an early years curriculum: from ‘core experiences’ to outdoors-only provision, and
  • the key elements of pedagogy that underpin a broad, balanced and aspirational early years curriculum and ensure deep and effective learning for children

Jan Dubiel, early years consultant

10.30-10.45 Coffee and networking

10.45-11.15 Cultural capital: in theory and practice

The new framework introduces the concept of ‘cultural capital’ – ‘the essential knowledge that children need to prepare them for their future success’. Here, a leading expert on the subject will assess:

  • the origins of ‘cultural capital’
  • what it means in the lives of young children, and
  • its implications for early years practice.

Dr Jo Basford, senior lecturer in childhood, youth and education at Manchester Metropolitan University

11.15-12.05 Embedding ‘Intent’ and ‘Implementation’ securely across your setting

Hear practical guidance on how to implement an early years curriculum that offers challenge and sequences children’s learning appropriate to their development, with a focus on:

  • the emotional and learning needs of the individual child
  • the planning cycle
  • organisation of the learning environment, and
  • scaffolding communication and language learning.

Penny Tassoni, early years consultant and author

12.05-12.15 Questions from the floor

Full rate: £150 (+VAT) / early bird rate £125 (+VAT) until Friday 6 March 2020

Penny Tassoni MBE, Early Years Consultant and Author

Dr Jo Basford, Senior Lecturer in Childhood, Youth and Education , Manchester Metropolitan University

Jan Dubiel, Early Years Consultant