Early years education

Ofsted's call for more teaching in reception year prompts backlash

Robert Winston among signatories of letter warning against moves to increase formal maths and literacy teaching

Sally Weale Education correspondent

Tue 16 Jan 2018 07.30 GMT

The TV scientist and IVF pioneer Robert Winston has warned against moves to increase formal mathematics and literacy teaching of four- and five-year-olds, arguing that children will have less opportunity for play which is vital for their development.

Lord Winston is one of 1,700 signatories to a letter published in the Guardian on Tuesday that expresses concern about a report published by the schools watchdog Ofsted on the reception-year curriculum.

The report, Bold Beginnings, says a third of children are not achieving a good level of development in reception, with results even worse among pupils from disadvantaged backgrounds. It calls for a sharper focus on the teaching of reading and numbers in reception classes.

The letter, which is signed by experts in early years education as well as parents, teachers and MPs, raises concern that the report’s recommendations will lead to a fundamental change in the nature of reception year, making it less play-based and more like lessons in year one. The signatories also fear a narrowing of the curriculum.

“The basic architecture of a child’s brain is forming during reception year. Introducing overly formal, unsuitable teaching practices is a potential disaster for children’s learning,” the letter says.

“Thousands of reception children make excellent progress following a broad and balanced curriculum where play is the central feature. We call on parents and carers to advocate for each child’s right to learn through play. The biased Bold Beginnings report risks being used as a basis for educational policy. It is based on flawed evidence and it should be withdrawn.”

The letter argues that the report is based on visits to less than 0.25% of schools and claims Ofsted visited only schools where teaching was congruent with the recommendations it would go on to make.

Gill Jones, Ofsted’s early education deputy director, said she agreed with the authors of the letter that a wide range of learning experiences was best for reception children. “That is exactly what our Bold Beginnings report finds,” she said.

She denied that the schools visited had been pre-selected on the basis of teaching methods. “The report drew on evidence from high-performing schools around the country which are delivering the best start for young children, particularly those from disadvantaged backgrounds. Our inspectors found that they offered a wide curriculum. What they had in common was that they taught reading, writing and maths exceptionally well.”

Jones said there was nothing in the report to suggest reception should be taught like year one. “Rather, it makes clear that the schools achieving the best start for their pupils planned a good balance of class teaching, partner work and play.”

Other signatories to the letter include Sally Tomlinson, an emeritus professor of educational policy; John West-Burnham, a professor of educational leadership at Mary’s University, London; the Labour MP Thelma Walker, who sits on the Commons education committee; and Sally Goddard-Blythe, an author and the director of the Institute for Neuro-Physiological Psychology.

Topics

本文來源：https://www.theguardian.com/education/2018/jan/16/ofsteds-call-for-more-teaching-in-reception-year-prompts-backlash