The Quality of Nursery Education

Developments since 1997-1998 in the Private, Voluntary and Independent Sector

A report from the Office of Her Majesty’s Chief Inspector of Schools

Crown copyright 1999

Office for Standards in Education
Alexandra House
33 Kingsway
London
WC2B 6SE

Telephone: 0171 421 6800

Web address http://www.ofsted.gov.uk

This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

A further copy can be obtained from OFSTED Publications
Centre, PO Box 6927, London E3 3NZ.
Telephone 0171 510 0180.
Reference no. HMI 178.
printed: June 11, 1999

Contents

	Paragraphs
Foreword
Introduction	1-3
Commentary	4-15
Main Findings	16-19
Areas of Learning	20-22
Personal and Social Development	23-28
Language and Literacy	29-31
Mathematics	32-34
Knowledge and Understanding of the World	35-40
Physical Development	41-44
Creative Development	45-48
Other Aspects of Provision	49
Planning the Educational Programme	50-56
Quality of Teaching and Assessment	57-65
Partnership with Parents and Carers	66
Montessori and High Scope institutions	67-70
Portage Services	71-73
ANNEX A INDICATIONS OF IMPROVEMENT IN THE QUALITY OF PROVISION	1-7
ANNEX B TRAINING NEEDS ANALYSIS	1-11

FOREWORD

This overview report is based on the nursery education inspections of a cohort of private, voluntary and independent institutions between February 1998 and March 1999 (the 1998-99 cohort). The institutions in this cohort had previously been inspected - for the first time - between September 1996 and March 1998. In those first inspections, OFSTED’s registered nursery inspectors had judged that the provision was acceptable in promoting the desirable outcomes1, but that there were weaknesses that needed to be tackled without delay. Those judgements led nursery inspectors to recommend that the next inspections should take place in 1-2 years.

OFSTED subsequently decided to schedule the second inspections of these weaker institutions soon after the anniversary of the first inspection, so that parents and policy makers could get the earliest possible assurance that the quality of the provision was improving.

The report is published at a time when the Government is deciding how to regulate the provision of early education and day care in future. I hope, therefore, that Ministers will find the messages in the report a useful contribution to their deliberations.

CHRIS WOODHEAD

Her Majesty’s Chief Inspector of Schools

OFSTED: June 1999

1 Desirable Outcomes for Children’s Learning: SCAA 1996. The Desirable Outcomes are goals for learning for children by the time they enter compulsory education, which begins the term after the child’s fifth birthday. They cover children’s development in six areas of learning: Personal and Social Development; Language and Literacy; Mathematics; Knowledge and Understanding of the World; Physical Development and Creative Development.

Introduction

1 OFSTED’s previous overview report, The quality of education in institutions inspected under the nursery education funding arrangements (OFSTED, 1998), was based on inspections of all institutions receiving funding (the 1997-98 cohort)2. At just under 60 per cent of these institutions nursery inspectors judged that the provision was acceptable in promoting the desirable outcomes and that there were no serious weaknesses. As a result they recommended that the next inspection should take place in 2-4 years. These better quality institutions do not form part of the cohort reported on here, nor do the 1 per cent or so of institutions where the nursery inspectors judged that the provision was unacceptable in promoting the desirable outcomes.

2 The difference between the 1997-98 cohort and the present one means that this report cannot make detailed year-on-year comparisons. However, in Annex A we set the performance of the present cohort against the view we formed twelve months ago and identify trends in the quality of provision.

3 In preparing this report we analysed 4710 inspection notebooks completed by nursery inspectors during the inspections. We also analysed the first and second reports on 150 institutions chosen to represent the different categories of institutions: playgroups (pre-school), private nursery school, private day nursery, local authority day nursery, independent nursery registered with DfEE as part of an independent school, and others.

Commentary

4 This report concentrates upon the re-inspections of those nursery settings which were judged to require a second inspection within one to two years of their first inspection. These settings did not “fail” their first inspection, but they had various weaknesses that needed urgent attention because they reduced the effectiveness of the provision in promoting children’s progress towards the Desirable Learning Outcomes (DLOs).

5 An important and encouraging finding from these re-inspected settings is that the vast majority have responded quickly and positively to their first inspection report; they show sure signs of progress in tackling a broad range of previously identified weaknesses. Playgroups have made most overall progress, but all types of settings demonstrate improvement, which now needs to be sustained.

6 The DLOs against which the settings were inspected are designed to help the providers of nursery education promote a broad and balanced curriculum, which takes full account of young children’s developmental needs and prepares them for compulsory education at the age of five. The Secretary of State has asked the Qualifications and Curriculum Authority (QCA) to conduct a wide-ranging consultation on proposals to revise the DLOs. Nevertheless, the principle of providing a broad and balanced curriculum remains and, despite considerable improvement in these weaker settings, inspection shows that there is some way to go to bring all types of provision up to the quality expected of, and achieved by, the best.

2 The report was based on inspections that took place between June 1997 and March 1998.

7 Not surprisingly, different types of settings often display different emphases and approaches which characterise their particular views of nursery education. This sometimes leads to inconsistencies in the treatment of areas of learning. This is a cause for concern. Language and literacy, for example, receives much greater emphasis in independent school settings than elsewhere, as does mathematics. Local authority day nurseries show much improvement associated with better in-service training; they give a high degree of attention to children’s personal and social development; they are comparatively strong on promoting language and literacy, but much weaker on promoting mathematics. Greater consistency in curricular provision is needed, therefore, if all children are to benefit from the principles of breadth and balance.

8 The achievement of a more consistent, high quality programme of nursery education has not been helped, however, by a rather sterile debate which has preoccupied this phase of education for far too long. At the heart of this debate is a tension that needs to be resolved, between those who believe nursery education should be shaped around play-based, “child-directed” learning, and those who believe young children benefit from rather more structured learning involving some direct teaching, which ensures, for example, that they make a good start on such important things as reading, writing and early mathematical work.

9 One clear finding from the inspection of the most effective and of the most improved settings is that four-year olds enjoy and benefit from engagement with their teachers and other adults in structured learning, where there is a deliberate effort to teach them knowledge and skills in the areas of learning covered by the DLOs. Such teaching should certainly include giving young children ample opportunities to benefit from play and a reasonable degree of choice of the activities which are commonly provided in nursery settings. It does, however, recognise that extremes of ‘child-directed’ and of ‘teacher-directed’ learning can be equally damaging to young children’s education, and seeks to strike a sensible balance between them.

10 Opposition to the existing DLOs has sometimes sought to reduce rather than retain, or increase, the degree of challenge provided within the areas of learning. This is despite the fact that many of the things covered by the DLOs, such as recognising and writing their own names and counting at least up to 10, are often taught to many children from educationally supportive homes by their parents. It makes little sense for nursery settings to provide less educational challenge to children than might reasonably be expected from a good home. It makes even less sense to provide children from disadvantaged home backgrounds with weak curricular challenges and too few opportunities to benefit from interesting, well-paced teaching, which would enable them to make rapid gains, for example, in language and literacy and thus close the gap between them and their more fortunate peers.

11 This round of inspection has shown once again that in the best settings many four-year-olds are forging ahead happily on early reading and writing; they learn to listen attentively and to speak fluently and with confidence about their work. These children are far from exceptional and their response rebuts the idea that young children are somehow damaged by being taught these things from an early stage. In less successful settings, it is much more likely that children are under-challenged than given work and activities with which they cannot cope.

12 Taken together, the introduction of a curriculum structured around the DLOs and of inspection which has opened the quality and standard of nursery education to scrutiny, have led to considerably better practice and a stronger footing from which to consider the value of a foundation stage before Key Stage1. Adjusting the key stages, however, must not lead to a less challenging curriculum for four-year olds. It follows that the existing expectations for children entering Key Stage 1 should not be lowered by whatever comes before it. Clearly this will be important for all children, but particularly for those who enter nursery education from homes where too little is done by parents to establish good social relationships and to stimulate children’s learning.

13 It is self-evident that children’s spiritual, moral, cultural and social development, which includes their attitudes to others and their understanding of right and wrong behaviour, are strongly influenced by how well they are treated in their early years. The claim that young children’s personal and social development is somehow damaged, for example, by introducing aspects of language and literacy and mathematics teaching from an early stage is not supported by inspection findings. On the contrary, teachers who do these things well invariably strengthen rather than weaken children’s self-esteem and their ability to cooperate with, and have respect for, others. It is much to the credit of the vast majority of all types of setting, moreover, that children’s personal and social development is the area of learning which receives the highest attention. These are clearly important findings given the depth of national concern about ethnic minority issues, equal opportunities and the differences in the educational performance of boys and girls.

14 The planning of the curriculum for four-year-olds is much improved and is now more thorough across all types of institution. These improvements in planning, however, are seldom matched by better assessments of children’s attainment. Such assessment remains generally weak and calls for stronger guidance.

15 Overall, the findings of inspection set out in this report suggest the following main lines of action:

Main Findings

16 This report presents compelling evidence that there has been a marked increase in the quality of provision in what were the weaker institutions twelve months ago.

Table 1

17 More than two-thirds of institutions have moved from the 1-2 year category to the 2-4 year category by tackling the key issues identified by the nursery inspector. The success of drawing up and implementing an Action Plan after their first inspection means that many of the key issues have now been resolved and do not need to be carried forward after the second inspection.

18 This major advance in the quality of provision has taken place in all types of institutions.

Table 2

19 Table 2 indicates that the investment of state funding in nursery education has brought a good return very quickly. A curriculum structured around the DLOs provided by the Qualifications and Curriculum Authority, partnership working between local authorities, providers and their organisations, and inspection and public reporting by OFSTED have all been powerful levers on quality. Many thousands of young children are now benefiting from better quality nursery education and are making a more secure start on the National Curriculum as a result. Particularly encouraging is the progress of playgroups and pre-schools from a relatively low base in the 1997-98 cohort.

Areas of Learning

20 All types of institution in this cohort have improved the quality of provision for each of the six areas of learning, often to a significant extent.

Table 3

21 This table shows clearly the pronounced growth in the quality of provision in the weaker institutions. The entries in each cell give a direct comparison between the performance of these institutions now and that recorded for them twelve months earlier. Within each area of learning, however, the different types of institutions display strengths in different aspects; this variation is explored later in the report.

Table 4

22 This table shows the rank order of areas of learning where the promotion of desirable outcomes is secure. It demonstrates that, although this cohort of institutions has made great strides, improvement is still needed to address the remaining weaknesses in the key areas of language and literacy and mathematics.

Personal and Social Development

Table 5

23 Personal and social development has improved over the last twelve months from what was already a good standard. It is now a considerable strength in these institutions; the advances made by independent schools are particularly noteworthy.

24 On these findings, the concern expressed by some commentators on early years provision that an increased emphasis on a planned curriculum, giving priority to language and literacy and to mathematics, would be at the expense of children’s personal and social development is ill-founded.

25 Almost all children are confident, behave well and have developed a good measure of self-respect. They are willing to take turns and share resources, and they work well in groups. They are given clear direction about what is right and wrong behaviour and show a range of feelings such as wonder, joy and sorrow. Their personal independence is well developed: most can dress themselves without help from adults and they are hygienic when handling food and using the toilet.

26 Children work responsibly and well independently, when required to do so, in most types of institutions: they concentrate hard on tasks and persevere with them. This aspect of provision needs further attention in just over a tenth of private day nurseries, however, where it remains weak or poor.

27 Children in almost all playgroups and local authority day nurseries are good at using their initiative. They are also good at choosing activities and selecting appropriate resources. These aspects are well developed, however, in only three-quarters of independent schools.

28 Most institutions are now much better at providing children with opportunities to respond to cultural and religious events. Staff plan appropriate activities carefully, and provide suitable resources. Although about one in six institutions continues to be weak in this aspect of provision, few are now poor.

Language and Literacy

Table 6

29 The extremely welcome gains in the quality of provision, especially in playgroups and local authority day nurseries, will make a vital contribution to the government’s drive to raise the standards of early literacy.

30 Children in all institutions are taught to speak clearly and fluently and listen carefully to each other and to adults. This is a particularly strong aspect of provision. Almost all playgroups and local authority day nurseries provide good opportunities for children to take part in role-play. Almost a quarter of independent schools, however, are weak at this.

31 Although most institutions in this cohort have moved on rapidly from last year, about one-third continue to have worrying weaknesses in promoting early reading and writing skills. This needs to be tackled urgently. Almost a half of local authority day nurseries need to do more to develop early reading work with children, and a quarter of playgroups do little to encourage children to recognise letters of the alphabet and to write their own names. This approach contrasts strongly with the nine out of ten independent schools which promote reading and writing well.

Mathematics

Table 7

32 Most institutions in this cohort have made impressive progress, remarkably so in the case of playgroups and local authority day nurseries which started from a relatively low base a year ago. As with language and literacy, this performance augurs well for the Government’s desire to improve the standards of mathematics among young children.

33 In all types of institution children use mathematical language well to identify and describe shapes and objects, and to discuss the relative sizes of them. They enjoy counting games and number rhymes. They are good at counting and at sorting objects and putting them into sequences. Almost all children recognise and use numbers to ten, especially in independent and private nursery schools.

34 Weaknesses persist, however, in all types of institutions. Children are given insufficient opportunities to solve mathematical problems and to use mathematics in every day practical situations or activities. These weaknesses are most pronounced in playgroups and local authority day nurseries.

Knowledge and Understanding of the World

Table 8

35 All types of institution have found it challenging to provide well for this wide-ranging and complex area of learning. The major gains in the quality of provision in all types of institution, therefore, deserve considerable commendation.

36 Children have many opportunities to talk about their families and about present and past events. In most institutions theyalso have good opportunities to explore and discuss the local environment.

37 Most institutions also make good provision for children to consider similarities, differences, patterns and change, but about a fifth of private day nurseries and playgroups need to do more. All types of institution also need to do more to develop children’s ability to question how things work and why events happen.

38 Children in more than nine out of ten independent schools are encouraged to talk about their experiences and their work and make records, either as pictures or in writing. This is less well developed in other types of institutions, where about a quarter still have weaknesses.

39 Almost all local authority day nurseries and most playgroups are good at encouraging children to select and explore materials and their uses. About a quarter of independent schools and private nursery schools, however, provide few opportunities for children to carry out practical work.

40 Many institutions continue to have difficulties in supplying a range of technological resources such as tape recorders, programmable toys or computers, although eight in ten local authority day nurseries are now doing so.

Physical Development

Table 9

41 All types of institution are steadily increasing the quality of provision. Particular credit is due to private nursery schools and independent schools, however, who have closed the gap between them and other institutions. Greater progress in some institutions has been hampered by poor facilities.

42 Children in almost all local authority day nurseries and most playgroups use large and small equipment well. Children in almost a fifth of independent schools, private day nurseries and private nursery schools, however, have few opportunities to do so. Staff in all types of institution encourage children to be confident when using such equipment and help them develop their coordination and control.

43 Almost all playgroups, private day nurseries and local authority day nurseries teach children to use tools safely and well when working with construction and malleable materials. About a fifth of independent schools, however, give children few opportunities to do practical work.

44 Although children now have more opportunities to use climbing apparatus and to practise balancing, improvements overall have been disappointing, especially in independent schools, private day nurseries and private nursery schools. While a lack of suitable accommodation is undoubtedly a problem for a small minority of institutions, many could improve provision further by giving this aspect greater priority when purchasing resources and when planning activities.

Creative Development

Table 10

45 All institutions are now making better provision for all aspects of this area of learning. The gains made in many independent schools are impressive, but many still have further to go in some aspects.

46 Most institutions are good at giving children opportunities to listen to different sounds, and to explore different ways of making them. About one fifth of playgroups have weaknesses, however, and at present have too few resources for children to use.

47 In almost all playgroups, however, children do good quality early art work with colour, shape and texture in two or three dimensions; this compares favourably with one in six independent schools, where children have little experience of this aspect of creative development. Most institutions give children good quality opportunities to respond to what they hear, smell, touch and feel. This aspect is especially well-developed in local authority day nurseries.

48 Although better than a year ago, progress has been more limited in children’s ability to make and perform music, and to take part in drama, dance and imaginative play. Independent schools, with one-third of them having weaknesses, continue to do less well than other types of institutions. About the same proportion - one-third - of independent schools, and a similar proportion of private day nurseries and private nursery schools, do little to increase, over time, the number of instruments children play or the variety of materials they use. Giving this area of learning more attention when planning and when buying resources would do much to overcome the present weaknesses.

Other Aspects of Provision

49 In coming to an overall judgement of whether an institution’s provision is acceptable in promoting QCA’s desirable outcomes, OFSTED’s nursery inspectors also evaluate the planning of the educational programme, the quality of teaching and assessment, and the partnership with parents and carers.

Planning the Educational Programme

50 At the time of their first inspections, many of the institutions in this cohort were weak, or indeed poor, at planning. Staff found it difficult to provide a broad and balanced curriculum covering all six areas of learning. They also failed to give sufficient priority in their planning to personal and social development, and to language and literacy and mathematics. Many plans were characterised by an uncertainty about what the institution was trying to achieve.

51 Nursery inspectors also reported that many staff were unclear about: why children were carrying out the activities mentioned in the plans; how the children would be organised; how the adults would be deployed; and how the staff would check whether the children had learnt what had been intended.

52 A major finding of this report is that many institutions are now much better at planning, although about half of them continue to have weaknesses. Some of these weaknesses continue to be present because new approaches to planning, developed as a result of the first inspection, have yet to be implemented fully.

53 The plans of about two-thirds of institutions now indicate a broad and balanced approach to all six areas of learning. In the others, the uneven provision across the six areas of learning is often exacerbated by an absence of periodic monitoring. Few institutions are now poor at this, however, while local authority day nurseries are particularly strong.

54 About three-quarters of all institutions now plan to give priority to personal and social development. The proportion of institutions giving appropriate priority in their plans for promoting language and literacy and mathematics varies, however, from 90 per cent of independent schools to 60 per cent of playgroups.

55 Just over half of the institutions have plans which indicate clearly what staff expect children to learn from activities; about a tenth of institutions, however, are poor at doing this. This is a significantly weak aspect of provision where further development is urgently needed, especially in playgroups and private day nurseries where only two fifths indicate clearly in their plans the purpose of activities.

56 More and better training is needed to help staff plan in more detail. Many institutions would benefit from using a clear structure for planning, covering: how to group children to promote the various areas of learning; what children should learn from, and how to organise, activities; and how to deploy staff. Less than half of the playgroups plan these things well and about a tenth of playgroups, private nursery schools and private day nurseries are poor at these aspects of planning.

Quality of Teaching and Assessment

57 The quality of teaching and assessment is better than a year ago, and is now effective in more than three-fifths of local authority day nurseries and independent schools and about half of private nursery schools, private day nurseries and playgroups. Teaching and assessment are now rarely poor.

58 In many institutions staff have increased their knowledge of the desirable outcomes and this knowledge is now secure in about 70 per cent of local authority day nurseries and independent schools. In about 40 per cent of other institutions, however, this knowledge is insecure or poor.

59 Most institutions are now better at deploying staff, in spite of the lack of clarity at the planning stage. Staff are also better at using appropriate teaching methods and explaining work clearly to children. They question them effectively and encourage them to think. Staff working in local authority day nurseries are particularly adept at organising their teaching and at using a range of suitable activities with appropriate groups of children. Staff in about two-thirds of other institutions are also good at this, and there are now few examples of poor practice.

60 In some institutions the teaching methods chosen by staff and the way they put children into groups for different types of work lack variety. At one extreme, children are free to choose activities for much of the time; at the other extreme, staff, especially in some independent schools and private day nurseries, direct the children’s work at all times. About two-thirds of institutions, however, now have effective ways of monitoring and improving their teaching, planning and assessment.

61 As a result of their first inspections, many local authority day nurseries made the organisation of teaching a target for staff development. In these institutions staff now use a variety of teaching styles and provide a good balance of teacher directed activities and activities for children to choose.

62 Only one half of institutions have good systems for assessing children’s attainment and progress regularly and effectively. Although this is a disappointingly low proportion, it is nevertheless an improvement on the low base of last year.

63 Teaching in most institutions meets the needs of both girls and boys, and of children with special educational needs. Many of the institutions that fail to promote equality of access and opportunity fully still do not have a clear policy to help staff identify needs, and then meet them.

64 Resources are generally sufficient and staff use them well to promote all areas of learning, although in one-third of institutions provision for language and literacy and for knowledge and understanding of the world has weaknesses. Most playgroups and local authority day nurseries are better resourced for creative development than independent schools.

65 Most institutions use their indoor accommodation effectively. About a quarter of playgroups and private nursery schools continue to have weaknesses, some severe, in the provision and use of outdoor accommodation.

Partnership with Parents and Carers

66 The partnership with parents and carers has improved, and is now good in most institutions, particularly local authority day nurseries. Support and encouragement for parents and carers to engage more in their children’s education, however, should remain a core objective for all institutions. Staff provide helpful information in most cases, but a third of private day nurseries could do more.

Montessori and High Scope institutions

67 In general, the differences in the quality of provision in these institutions and in the others have narrowed over the last year.

68 Over three-quarters of the institutions following these approaches to the curriculum promote the desirable outcomes well, and each approach promotes personal and social development effectively.

69 The structured approach to reading and writing used in Montessori institutions enables them to promote the desirable outcomes well; almost all do so. High Scope institutions fare slightly less successfully overall than Montessori institutions, especially in developing early writing activities. In mathematics, almost all Montessori institutions promote number recognition effectively and do more than other institutions to promote mathematical problem solving and recording number work.

70 The success of planning, assessment and teaching in these institutions is broadly similar to that elsewhere, although in Montessori institutions planning is more likely to show how children will be grouped and staff deployed.

Portage Services

71 The provision at the 25 services inspected between April 1997 and March 1999 is acceptable in promoting the desirable learning outcomes. In each case, the inspector recommended that the next inspection should take place in 2-4 years.

72 The strengths of the services are: very good relationships and mutual trust between the parents and staff; good use of Makaton signing; good quality teaching and assessment; high expectations for children’s achievement; the good range of equipment; the close linking of the Portage methodology with QCA’s desirable outcomes; the supervision system for all workers; and the overall teamwork developed across the range of specialists involved with each child.

73 Some services have weaknesses in provision: heavy workloads for home visitors; long waiting lists for placements, which raise issues of quality of access; lack of continuity between the settings a child attends; and lack of appropriate accommodation for the service.

ANNEX A

INDICATIONS OF IMPROVEMENT IN THE QUALITY OF PROVISION

1 The main body of this third overview report presents compelling evidence of an advance in the quality of provision at the weaker institutions. The purpose of this Annex is to consider the impact of this advance on the quality of provision in England as a whole.

2 The report shows that 69% of the weaker institutions of 12 months ago have moved from the 1-2 year category to the 2-4 year category. This means that a further 27% (69% of 39%) of institutions now join the 60% already in the 2-4 year category from the 1997-98 inspections.

3 All types of institutions are making advances in the quality of provision, although at different rates.

4 Many of the poor quality institutions identified a year ago are also making progress. Their provision was judged as ‘unacceptable’ in the first inspection, but DfEE allowed their funding to continue for a further six months to give them time to improve before being re-inspected. OFSTED carried out re-inspections at 43 of them between April 1998 and March 1999. Nine institutions moved to the 2-4 year category, 29 to the 1-2 year category, but the provision at the remaining five continues to be unacceptable.

5 This increase in performance will lead to a much improved picture overall, provided that the quality of provision in the stronger institutions is maintained as we inspect them during 1999-2000. We have some early indications that this is the case.

6 Between February and March 1999, OFSTED carried out inspections at 884 institutions that had been placed in the 2-4 year category two years earlier. The outcomes of this first batch of inspections show that 94% of institutions have stayed in the 2-4 year category. If this trend continues, and the weaker institutions continue to get better, about 90% of institutions are likely to be in the 2-4 year category by the end of 1999-00.

7 This indicates that it is reasonable for local authorities to expect providers to be in the 2-4 year category soon after first receiving funding, and to stay there. Well focused training will help providers improve and maintain quality. Annex B gives a national overview of training needs, which we hope will be helpful to local authorities and to early years organisations.

ANNEX B

TRAINING NEEDS ANALYSIS

Personal and Social Development

1 Independent schools should give children more opportunities to use their initiative and to select activities or resources. Providing opportunities to respond to a range of cultural and religious events continues to be the main area for development for all types of institution.

Language and Literacy

2 Early reading and writing require increased attention in about one third of all institutions, and role-play is often weak in independent schools.

Mathematics

3 Attention to developing children’s understanding of number needs to be sustained. Practical problem solving and the use of practical mathematical activities remain the main areas for development, particularly in playgroups.

Knowledge and Understanding of the World

4 Many institutions need to exploit more fully the opportunities in this area for strengthening children’s language, literacy and mathematics development, and to expand the ways in which children can record their experiences. Often institutions only begin to develop this aspect when children are able to write. Playgroups should also give increased attention to questioning children about why things happen and how they work. Independent schools and private nursery schools should encourage children to select and explore materials more frequently.

Physical Development

5 Many institutions need to review the range of large and small equipment available, particularly independent schools, private day nurseries and private nursery schools. There is often poor provision of balancing and climbing apparatus, particularly in one third of private nursery schools.

Creative Development

6 Improving the quality of early musical experiences, including the exploration of sound, continues to be the main requirement, particularly in some playgroups. The use of dance, drama and imaginative play requires development in many independent schools.

Planning, Teaching and Assessment

7 About half of all institutions continue to have weaknesses in planning. Often plans do not indicate clearly what the children are intended to learn. These weaknesses exist in all types of institution, but most frequently in playgroups and private day nurseries.

8 Plans often fail to show how the children are to be grouped and staff deployed. This frequently leads to inefficient use of staff and resources, particularly in some playgroups.

9 Taken overall, the process of planning often requires better organisation and the plans themselves need to be more detailed. Staff need to review children’s progress more regularly and reflect it in future plans.

10 Teaching is generally successful, but lacks varied approaches in some institutions. Independent schools, private nursery schools and private day nurseries should encourage children to select activities and resources more often.

11 Assessment requires significant improvement in about half of all institutions. In-service training has had a positive impact on assessment practices, but a significant number of institutions continue to use assessments that are too brief, infrequent and unstructured. There is a strong case for improving the training in assessment of all staff involved in promoting the Desirable Learning Outcomes, drawing upon the very effective arrangements for assessing children’s progress and attainment that exists in the best institutions.

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