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Strong Foundations in the First Years of School
Ofsted's latest report, Strong Foundations in the First Years of School (October 2024), has revealed that while there have been some improvements, many schools are finding it difficult to provide children with the foundational knowledge and skills they need to succeed.
The guidance reinforces the importance of building firm foundations from early years to support future learning and development.
Main Findings
- Some schools are not making sure that all children learn the foundational knowledge that they will need later. This makes it harder for children to learn at key stage 2.
- Children who begin school with the lowest starting points and those who start to fall behind are the most affected by weaknesses in curriculum, teaching and assessment.
- Schools’ curriculums for English – and literacy in the early years – beyond the teaching of phonics are often weak.
Schools should:
- Make sure that the curriculum clearly identifies the foundational knowledge and skills, as outlined in the EYFS profile and national curriculum, that children will need for later learning.
- Give children sufficient high-quality opportunities to practise using foundational knowledge and skills so that they become fluent.
- Choose teaching methods that are suited to what is being taught and what children already know.
- Make sure that assessment picks up children’s misunderstandings quickly and gives teachers early opportunities to help children who need extra teaching and practice.
- Make sure that end of key stage 1 assessments do not disproportionately influence decisions about curriculum and teaching methods.
Why It Matters:
By addressing these areas, schools can better support all children, particularly those at risk of falling behind, ensuring they are well-prepared for future learning milestones.
We have created a resource booklet to help you to support pupils with foundational skills. You can download it for FREE here:
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