Originally Posted by
bunyip
First up, mumofone, I am convinced your way is correct and your inspectre's is wrong.
Much of CMing (the hard part) is about squaring the circle in order to fulfil two opposing goals. We have to do what’s best for the child, whilst simultaneously meeting regulatory requirements whilst, which they claim to represent what’s best for the child, seldom do so. The solution, and the real art of CMing, lies in finding a way to both fulfil and subvert the EYFS at the same time.
Often that means that, on the surface, you let the Wookiee win whilst quietly, imperceptibly defeating them by doing the right thing behind their back.
Ever heard of Red Adair? He was the world specialist in fighting oil well fires from the 1960's to the 90's. He famously used to offer oil company bosses a simple choice: "you can get it done cheap; you can get it done fast; you can get it done good....... pick two." This is now seen as a rule of any business transaction or activity.
The Red Adair Principle applies equally well to baseline assessments....... and unfortunately we’re already cheap. So, do we do it "fast" or"good"?
Ofsted clearly want it done fast, whilst we want it done good.
For my own practice, I treat this as two different customers. The first customer is Ofsted, for whose sake I do a 'fast' v1 baseline assessment, within a week of the start date, using information provided by parents, any other settings, and my scant observations including those drawn from pre-setting visits. The second customer is an amalgamation of the child/family and my own conscience. That 'customer' gets v2 done "good" at a later date when I feel I can do a proper job on an accurate assessment.
I have reached the point where, as a mark of respectful honesty toward parents who have to read it, I make a clear statement in v1 explaining that Ofsted require an instant assessment, and the reasons why I believe that can produce seriously flawed results.
IMHO this subject is just the tip of the iceberg when it comes to what’s wrong with education. Nobody ever stops to question the methodology or motives of how and why we all do what we’re required to do.