This Ofsted report examines how schools support children to develop the foundational knowledge and skills they need by the end of key stage 1, to give them the best chance of educational success later on.
Schools continue to face significant challenges in dealing with the impact of the COVID-19 pandemic on the behaviour and social skills of children currently in Reception and key stage 1. This report identifies areas it might be particularly important for schools to focus on.
The report highlights that the teaching of early reading is improving but notes that, beyond the teaching of phonics, schools’ English curriculums are often not effective.
It also makes clear that strong curriculum and teaching have the greatest impact on children who begin school with the lowest starting points. As a result, any weaknesses in curriculum, teaching or assessment are widening the gaps that already exist between these children, particularly those with special educational needs, and their peers.
One of the main barriers to children’s learning in Reception and key stage 1 is where the foundational knowledge they need to know is not clearly identified in the curriculum. This often leaves teachers unsure about what to prioritise in their teaching and assessment.