Among our concerns are the use of vague language which is difficult to interpret, the framework’s focus on good and bad behaviour and a lack of emphasis on child-centred learning.
Stella Ziolkowski, NDNA’s Director of Quality and Training said: “NDNA has responded to the Ofsted Education Inspection Framework consultation. We have recently completed our north of England member events and have had a representative from Ofsted presenting the changes to the framework. Our members have had the opportunity to raise questions to Ofsted representatives at these events and we have encouraged members to respond too.
“Our main concerns are around the language of the new EIF which doesn’t reflect the language used in the level 2 and level 3 qualifications. Due to this there is a risk that practitioners will not interpret the EIF in the way that Ofsted intends. This could have negative unintended consequences as it is a very vague framework and its language is open to interpretation.
“The focus should be on play and child-led learning rather than a sequenced curriculum which could leave children behind or more advanced children disenfranchised.
“We also are unclear why Ofsted’s emphasis is on good or bad behaviour – children exhibit behaviours for a number of reasons. Practitioners are well versed in understanding these behaviours and using them in a positive way to develop children and move them along their learning journey. To label it as bad is too simplistic, has a potential to change the way practitioners work with children and undermines practitioners’ knowledge and experience.
“We also feel that settings could be penalised if they are unable to take on children with SEND for
their funded entitlement because they don’t have the funded resources to meet their needs – or they do offer them all of their funded entitlement places but are not receiving full funding to support the child’s needs. We hope Ofsted look at our concerns and adapt the EIF accordingly for the benefit of children and their practitioners.