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Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector. 相似文献
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Guy Roberts-Holmes 《教育政策杂志》2015,30(3):302-315
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this governance has encouraged a functional ‘datafication’ of early years pedagogy so that early years teacher’s work is increasingly constrained by performativity demands to produce ‘appropriate’ data. The article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teacher’s deeply held child-centred pedagogical values. 相似文献
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Guy Roberts-Holmes 《International Journal of Early Years Education》2012,20(1):30-42
This article presents the experiences of nursery and primary head teachers (n=12) on the English Early Years Foundation Stage (EYFS) after its first year of implementation in 2010. Findings are drawn from a subset of data (head teachers of primary and nursery schools) which forms part of a larger Department for Children, Schools and Families funded project entitled Practitioners' Experiences of the EYFS. To reflect a breadth of experience, interviews were conducted in six geographical regions in England. The results suggest that the EYFS served to validate the existing child-led early years approach adopted by most schools. Nonetheless, a pedagogic tension was noted in reception classes between the child-led play based EYFS approach and the knowledge-led National Curriculum. Additionally, a perceived lack of consistency was noted in the quality provided within and between the PVI (private, voluntary and independent) sector and maintained sector staff. Despite these shortcomings, several primary head teachers are extending the principles of the EYFS into Key Stage One. 相似文献
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