Early childhood education is a broad term that is used to signify any form of educational or learning program that aims to serve children during the foundation level of their lives. Early childhood education comprises of several number of activities and knowledge that have been outlined to support in the cognitive as well as social growth and development of kindergarten goers before they begin their elementary education (Long 2013). The paper will intend to focus on the specific discipline that is early years of practitioners and further examines the ways Early Years of Education Stage (EYFS) and Office for Standards in Education, Children’s Services and Skill (Ofsted), the most popular regulatory bodies of early education, seek to maintain its professional standards. The paper further evaluates the functioning of the EYFS and the way it ensures its practices in order to maintain across the profession standards. In addition to this, the assignment will identify the strengths and weakness of this organization, which facilitates in safeguarding the vulnerable children. The paper will further elaborate the professional standards of EYFS and give a relevant explanation of the ways it maintains its standards to bring improvements to its operations.
The role of Early childhood educators have gained immense recognition as one of the most effective means of enhancing the value of life for children as well as their families and the society as a whole. Early childhood educators support teaching by offering activities and materials that young learners find engaging and further facilitate the children to recognize their own queries despite of elderly assistance. As teachers play a significant role in nurturing the intellectual as well as social and psychological development of children during their influential stages, the early childhood educators thus play a chief role in determining the future prospects of children from their foundation level. The EYFS has established the standards for the learning, growth and care of children from birth until the age of 5 years. All educational organizations that deals with children and registered with Ofsted early years children education providers adhere the EYFS framework, that involve childminders, kindergarten, nurseries as well as school reception courses (Gov.uk 2018). The EYFS however applies to schools along with early years suppliers in England. THE EYFS focuses on specific areas of learning namely, communication, linguistic, physical surroundings, literacy, analytics, comprehending the society, communicative art and design.
Ofsted has firm belief in elevating the standards of children in order to improve their lives. The organization had its establishment initially in 1992, as the regulatory office for standards in Education (Gov.uk 2018). This organization is known as an autonomous, non-ministerial administrative department that reports directly to the Parliament. The organization however is accounted for examining and regulating education as well as induction for children and young people. – (Ouston, Earley and Fidler 2017). The organization operates the inspection on several schools, early teaching education as well as skills training. It has immense contribution on the services of children in local regions and further examines services for child protection and childcare.
The EYFS framework aids an integrated approach to foundation level learning and concern. It further provides all professionals a well-established set of shared principles, ideologies and commitments in order to deliver valued early education as well as childcare knowledge to all children.
EYFS’s framework has been considered as mandatory for all early education providers in England functioning from 3rd April, 2017 has maintained schools, non-maintained schools , independent education institutes along with all provider on EY catalogue with an early years childminder institutes (Gov.uk 2018). Ofsted along with other inspectorates of self-governing schools have regarded to the EYFS in operating investigations and report on the assessment and standards of provision. Ofsted further publishes the inspection reports at the official website of EYFS. Ofsted has been executing its regulation in order to accomplish the excellence and merit in the domain of early education and teaching for the children and further improving their levels of standards and their lives. EYFS follows a properly structured framework, which is valid for all its inspectors who perform the investigations in the early years of education and social care. Ofsted provides certain appropriate code of conduct whereby the inspectors with the highest specialized standards and follow a properly structured code of behaviour with whom they encounter during their operations (Young 2017).
The Care of Standards Act 2000 has been successfully reassigned for the regulation as well as assessment of provision for exercising childcare and development from the localized authorities headed for Ofsted (Page 2013). The responsibility in order to create a nationalized regulatory body, which in amalgamation with other governmental and aided functions would be able to improve the size of Ofsted that originated in 2001, along with the formation of the organization’s Early Years of Directorate (Grenier 2016). This organization had effectively achieved the knowledge in the assessment of early years of teaching during the past five decades. Ofsted Inspections and its dogmatic activities have effectively reinforced the domain of preschool education, which has been an effective expansion and value enhancement in the domain of early years of teaching, and education.
The Nursery Education sanction has introduced two significant conditions structured in order to secure the increased levels of standards and improved value provision for nursery children (Earley, Fidler and Ouston 2017). In the process of assessing the financially aided nursery provision, this regulatory body has inducted and acclaimed a new team of more than 1500 registered nursery inspection officials and has assigned them to operate to the competitive tender with the employment of various external contracts management official (Pugh and Duffy 2013). Ofsted has established the quality levels, skilled and retrained inspection officers and further pursued low level terms and conditions.
The EYFS has been focusing to offer quality as well as consistency in all groundwork level of settings, in order to facilitate an effective advancement and further ensure that no child is neglected (Gov.uk 2018). EYFS further concentrates on a secure foundation stage through learning and progress opportunities, which are executed concerning the requisites of each child and are evaluated and reviewed at regular intervals.
It is immensely vital to identify the strengths and weaknesses of Nursery Education Scheme in order to enhance the value of the academic provision and further aid the children to accomplish the Desirable consequences for the learning processes of the children by the age of five. The benefits of the educational provision facilitated in the social and personal growth of the children.
There are few areas of development where the educational provision can execute its efforts.
Ofsted in relation to the vulnerable and deprived section of children and young people has adopted the connotations which are used in exercising the Children Act 2004 along with the Department for Education (DFE) regulation document that is Working Together in Safeguard Children (2013) (Tuck 2013). This regulation characterizes the protection and endorsement of children and youth’s welfare through safeguarding children from various situations of maltreatment and abuse. It further prevents the destruction of the physical condition and development of the children and certifies that children are developing in various situations consistent with the regulation of safety and taking proper action in order to facilitate the best effective outcomes for children (Ball 2016).
The EYFS specifies needs and requirements for learning and development and further protecting and promoting children welfare. The learning and development requirements of EYFS primarily envelopes the areas related to learning and development that alter the activities and knowledge for early education learners in all foundation level environment (Gov.uk 2018). The aim of EYFS is to offer productive assistance to children towards recognizing their own skills and expertise at the conclusion of the academic year whereby the children complete 4 years of their age.
EYFS further guarantee that it accomplishes all the responsibilities in order to perform in amalgamation with others to protect and support the welfare and development of the children as well as young population (Gov.uk 2018). However, this would further facilitate in order to bring righteousness and justice of crimes, which are performed, against the children. Several responsibilities and accountabilities are hence been achieved by Ofsted through effective regulation such as childcare settings and social development and execute any action to necessitate the safeguard of children.
This organization has a broad sphere of activity and responsibility and further possesses a broad array of assessment and investigation, which thereby encompasses certain structural framework that facilitates in safeguarding children. These children primarily belong to the vulnerable and marginalized sections of the society (Gov.uk 2018). Thus requires a properly structured framework to protect these children. It further propagates the learning from assessment and inspection consequences and from crucial case reconsiderations in which the firm has taken active role in recruiting staffs. Such a structure will maintain the role of the organization as knowledge development institute with a focus on persistent improvements that incorporates the ones who belong to the marginalized segments, the vulnerable children in particular (Cullingford 2013). Ofsted has undertaken few of the cases of its assessment procedures in affiliation with other inspectorate to protect the vulnerable children. In various circumstances, the organization establishes its leadership expertise while working with other officials, which further effectively facilitates the development of children.
Several factors can be associated to the inspection of children’s services in order to identify the strengths of the Ofsted.
Certain disadvantage and limitations while performing authoritative functions can be identified while considering the areas of development that involve enterprising a more detailed analysis of necessitate that further embraces certain specific requirements of the vulnerable and exposed group of children.
Conclusion
Therefore, from the above discussion it can be demonstrated that Ofsted has effectively worked in order to seek to maintain and sustain the professional standards of the discipline of early year of practitioner. The paper has evaluated the ways Ofsted has performed in order to improve the lives of the children by shedding light on the background of the organization. The paper has further highlighted areas of the code of conduct that Ofsted standardizes in order to increase the growth of the inspection officials. In addition to this, the assignment explores the framework, which the organization adheres to in order to enhance its professional standards by further identifying the areas of strengths and weaknesses of the regulation. This paper also highlights another regulatory factor that ascertains the protection of children belonging to the vulnerable section of the society.
References
Ball, S.J., 2016. Education, justice and democracy: The struggle over ignorance and opportunity. In Reimagining the Purpose of Schools and Educational Organisations (pp. 189-205). Springer, Cham.
Baxter, J. and Clarke, J., 2013. Farewell to the tick box inspector? Ofsted and the changing regime of school inspection in England. Oxford Review of Education, 39(5), pp.702-718.
Cullingford, C. ed., 2013. An inspector calls: Ofsted and its effect on school standards. Routledge.
Earley, P., Fidler, B. and Ouston, J. eds., 2017. Improvement through inspection?: complementary approaches to school development. Routledge.
Goepel, J., 2014. Do Teachers’ Professional Standards create teacher professionalism? A perspective from England. Australian Teacher Educa on Associa on, p.70.
Gov.uk. (2018). How government works – GOV.UK. [online] Available at: https://www.gov.uk/government/how-government-works [Accessed 31 Mar. 2018].
Gov.uk. 2018. Early years foundation stage statutory framework (EYFS) – GOV.UK. [online] Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 [Accessed 19 Apr. 2018].
Gov.uk. 2018. Ofsted – GOV.UK. [online] Available at: https://www.gov.uk/government/organisations/ofsted [Accessed 31 Mar. 2018].
Grenier, J., 2016. Successful Early Years Ofsted Inspections: Thriving Children, Confident Staff. Sage.
Jones, K. and Tymms, P., 2014. Ofsted’s role in promoting school improvement: the mechanisms of the school inspection system in England. Oxford Review of Education, 40(3), pp.315-330.
Klerks, M.C.J.L., 2013. The effect of school inspections: a systematic review. School Improvement, pp.2-32.
Long, P., 2013. Early Years Education. Education in the United Kingdom: Structures and Organisation, p.55.
Ouston, J., Earley, P. and Fidler, B. eds., 2017. OFSTED inspections: the early experience. Routledge.
Page, D., 2013. The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy, 28(2), pp.231-246.
Peckover, S., Smith, S. and Wondergem, F., 2015. Doing ‘Serious Case Reviews’: The views and experiences of NHS named and designated safeguarding children professionals. Child Abuse Review, 24(5), pp.365-377.
Pugh, G. and Duffy, B. eds., 2013. Contemporary issues in the early years. Sage.
Tuck, V., 2013. Resistant parents and child protection: knowledge base, pointers for practice and implications for policy. Child Abuse Review, 22(1), pp.5-19.
Wood, A., 2016. Wood report: review of the role and functions of Local Safeguarding Children Boards: March 2016.
Young, J., 2017. Systems of educating teachers: case studies in the governance of initial teacher education. Canadian Journal of Educational Administration and Policy, (32).
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download