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Creating an Ofsted story: the role of early years assessment data in schools' narratives of progress

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. Green open access

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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
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