Abstract
The Ofsted report entitled Bold Beginnings: the Reception curriculum in a sample of good and outstanding primary schools is part of a research programme aimed at reviewing the primary curriculum and its implementation. Although the report highlights the 'uniqueness' of the Reception year, it also undermines the principles of Early Years Foundation Stage (EYFS) and much independent research on early education by heavily privileging synthetic phonics and number work. Serious concerns have, therefore, been voiced about the report, in relation both to Ofsted's recommended approach to 'good early education' and to aspects of its research methodology. This article focuses on the absence of explicit ethical reflection in the report and proposes an alternative approach to early education that arises from the notion of 'moral responsibility' as the foundation of good education.
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