The art of learning

It would be difficult to argue that Nick Hudson’s promotion to the post of Ofsted’s director of early years in April was anything other than a baptism of fire.

He joined Ofsted in January 2013 as regional director for the North East, Yorkshire and Humber – a role he still holds today – before being assigned the additional role of national director for early education in January this year, following the retirement of his predecessor Sue Gregory.

Hudson’s position was then quickly elevated to the one he holds today, no doubt to coincide with the publication of Ofsted’s first annual report on the early years.

The report marked the launch of what appeared to be a concerted attempt to improve outcomes for disadvantaged children.

The content of the document, which recommends that schools have a greater role in the education of disadvantaged two-, three- and four-year-olds, was overshadowed in part by controversial comments during the launch from Ofsted’s chief inspector Sir Michael Wilshaw that early years providers were to blame for failing to adequately prepare disadvantaged children for school.

Despite this, Hudson says feedback on the report and Ofsted’s newfound emphasis on supporting disadvantaged children has been received positively.

“There has been a range of views expressed as a result of the annual report,” he says.

“Whatever anyone’s views on any of the specifics, I think there is generally a view being articulated that it’s really positive that Ofsted has an annual report on early years because that didn’t exist.

“Obviously there has been quite a lot of traffic in the media and social media on two-year-olds in schools and about what teaching of the early years means.”

The topic is one that has been a cause of concern among childcare practitioners for some time, so it was perhaps no surprise that the publication of Ofsted’s report, together with Wilshaw’s comments, ruffled feathers among the sector.

When the subject arises, Hudson appears exasperated at having to explain Ofsted’s approach – suggesting it is not the first time he has had to do so in recent months.

“We’ve never said that there’s an intention that Ofsted wants there to be a ‘schoolification’ of two-year-olds, that they should be subject to more formal teaching – in fact, if you look at the report and read the framework, there’s actually nothing in there that backs that up,” he says.

“We’ve had two-year-olds in schools, on school sites, for many years – tens of thousands of children today are on school sites. What we’re talking about here is that in the most deprived communities, it benefits those children to be in childcare, to receive learning in a place as close as possible to a school.”

Misunderstood approach

Hudson explains that Ofsted’s aim is to prepare the most disadvantaged children for attending school, not pushing for a more formal approach to early years education.

Clearly keen to provide clarity around Ofsted’s approach, he reiterates a statement made by Wilshaw at the launch of the report in April. “It’s like the chief inspector said, the dichotomy between learning and play is ?a false one.

“All of us who are parents know that. I think that’s something every parent knows intrinsically, so to raise this spectre of two-year-olds in schools as meaning very young children sitting in rows at desks is not something we’re promoting at all. I currently see on social media that this view is one that people express – nothing could be further from the truth.”

Hudson goes on to pledge that the focus on inspections of early years settings will not shift to add greater weight to the quality of education provided to children – a concern that has been expressed by the sector since the launch of the report.

“The inspections wouldn’t change from the published framework unless we decided to change the framework,” he says.

“There would be no more focus on learning and development than there is now because the framework is clear in that regard.”

Hudson is keen to engage with the sector in a bid to ensure an effective, transparent relationship between the two, and has been taking part in regional Ofsted Big Conversation events in Yorkshire and the North East.

The events – launched last September – are organised by the sector to discuss areas of concern with the sector.

“We are delighted that we have responded to requests for dialogue in the regions and most of my director colleagues have now had conversations with representatives of the sector across the country,” he says.

“It’s really important that we have these conversations. For me, it really works and I just think we get a better quality of conversation and exploration of the issues within areas.

“Usually there is some common ground and, yes, I would hope that it would influence any of the changes that occur [within Ofsted].”

A bone of contention among the sector, and a topic discussed regularly at Ofsted Big Conversation events, is that