Bradbury, A;
Roberts-Holmes, G;
(2017)
Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress.
British Journal of Sociology of Education
, 38
(7)
pp. 943-955.
10.1080/01425692.2016.1202748.
Preview |
Text
Bradbury_Ofsted story paper NOT FOR REVIEW.pdf Download (239kB) | Preview |
Abstract
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.
| Type: | Article |
|---|---|
| Title: | Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/01425692.2016.1202748 |
| Publisher version: | http://dx.doi.org/10.1080/01425692.2016.1202748 |
| Language: | English |
| Additional information: | Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in the British Journal of Sociology of Education on 6 July 2016, available online: http://www.tandfonline.com/10.1080/01425692.2016.1202748. |
| Keywords: | ofsted; early years; assessment; data; primary schools; baseline assessment; progress measures; accountability |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1505774 |
Archive Staff Only
 |
View Item |
