Ofsted Inspection Framework

Following Ofsted's consultation 'Better inspection for all' and subsequent response, Ofsted have made changes to their inspection framework. The changes are to provide greater clarity, coherence and comparability for users, parents, learners and employers. The Common Inspection Framework ensures that a coherent set of judgements are made across the different education, skills and child care settings.
The new framework will ensure more emphasis and focus on the things that matter most, with a greater emphasis on safeguarding and curriculum. It has also allowed Ofsted to refresh how they inspect. The following are the key documents (there are no change to the EYFS) are available from
https://www.gov.uk/government/collections/early-years-and-childcare-inspections-resources-for-inspections-and-other-organisations
• Common Inspection Framework (all remits)
• Early Years Inspection Handbook
• Early Years Compliance Handbook
• EYFS Statutory Framework https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills-from-september-2015 • Inspecting Safeguarding (all remits) Inspectors will make graded judgments on the following areas:
• Effectiveness of leadership and management
• Quality of teaching, learning and assessment
• Personal development, behaviour and welfare
• Outcomes for children and learners
But what does this all mean for you?
Basically it's just new terminology for what you are currently doing! While nurseries will only be given a half a days' notice, childminders will still get the same amount of warning. You will be observed by the inspector as you carry out a planned activity, then asked questions afterwards on how you felt it went, and how you might have changed/improved it, what might you do next, why you chose this activity.

Effectiveness of leadership and management
Will be focusing on the curriculum (i.e. your planning and the activities you have planned for each child under the different areas of learning – photos also evidence your broad and balanced curriculum)
Ambitious vision – the impact of the culture of the setting, and ambitions for the children's progress, your willingness to improve and seek professional development.
Safeguarding – not a graded judgement but the inspectors must report whether it is effective or not (see the above document 'Inspecting Safeguarding in early years' ref
150067)
Emphasis on British values (more on this in next week's update)
Use and impact of EYPP
The Welfare Requirements will be checked under this heading.

Teaching, learning and assessment (or formerly meeting the needs of children)
The government is concerned that children are not 'ready for school' and more work needs to be done to prepare them, in closer partnership with parents.
Assessment – emphasis on securing evidence of all kinds of assessment, are you starting to measure children from day1? How you articulate children's progress.
Parents – strong focus on parents as sources of information and partners in children's learning- how do you record parents comments, verbal comments shared at either end of the day can be written on 'post it' notes or information sheets, copy 'WhatsApp' notes and pics and be added to children's files.
How do you share ideas for continuing this learning at home with parents? Sharing the 4children parents' guide 'What to expect, when' (this too has been updated, there is now more references to the importance of reading, literacy and communication you’re your child.)
http://www.foundationyears.org.uk/files/2015/09/4Children_ParentsGuide_Sept_2015v4WEB1.pdf
Teaching – no preferred approach, but this includes self-care, self-sufficient play etc.
Learning – characteristics of effective learning
See 'Teaching and play in the early years' ref. 150085 https://www.gov.uk/government/publications/teaching-and-play-in-the-early-years-a-balancing-act

Personal development, behaviour and welfare
Keeping safe
Self-awareness and understanding of how to be a successful learner – Characteristics of effective learning – do children take pride in their learning, do you encourage them to find other ways to do things, to solve problems for their selves, how are you helping them be 'good learners'!
Social and emotional elements, attendance – being aware of any family issues relating to safeguarding or if they are a funded 2, 3 or 4 year old.
Behaviour – behaviour issues can have an impact on a child's learning, so the inspector will want to see these being addressed through age appropriate discussions with the child, discussion with parents or help sought if necessary.
Keeping healthy
Personal development

Outcomes for children
Critical focus on the progress of different groups from their starting points- How will you evidence this?
There are various formats of trackers to choose from, but you must show you knew where children were when they started with you (your 'Baseline Assessment', along with parent's comments on their child's starting points and through the evidence in your observations and assessments, show their progress to now. Again, sharing the 'What to expect, when' with parents can help them share with you their child's development at the start.

Also available now is the updated Self Evaluation Form and Guidance
• Early years self-evaluation form
• Early years self-evaluation form guidance
Available from
https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-foundation-stage