It’s as if the parents don’t exist

The Quirky Teacher

This blog details the consequences of the peculiar inadequacies of data and assessment in EYFS. I believe this affects a child’s academic career all the way through to secondary school, particularly if that child is disadvantaged. There are two key issues that leaders need to consider:

  1. There is no acknowledgement in the statistics generated within schools of parental involvement in children’s academic progress. This leads to some wrong assumptions about children’s ability, thus entrenching disadvantage
  2. Some of the early learning goals could come under the banner of ‘parenting’, yet weirdly if a child doesn’t meet these Early Learning Goals (there are 17 of them), it is assumed that it is because the child is ‘naturally’ delayed rather than lacking parental guidance. Here again, disadvantaged children are disadvantaged further because, as many EYFS reception year policies and ideologies dictate, the process is child-led, meaning that the adults aren’t necessarily proactive about…

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