NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1153088
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0142-5692
Creating an Ofsted Story: The Role of Early Years Assessment Data in Schools' Narratives of Progress
Bradbury, Alice; Roberts-Holmes, Guy
British Journal of Sociology of Education, v38 n7 p943-955 2017
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.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A