Common Inspection Framework Workshop

How to be control of your Inspection!!!!!!! And be in the driving seat!!

Aims of the workshops

To be able to identify what you are good at under each new headings --using the EY handbook

To be able to write a plan for your improvements under each heading --using the EY handbook

Background

From September 2015 Ofsted sees the introduction of a new common inspection framework for maintained schools, academies, further education and skills providers, non-association independent schools and registered early years settings.

Supported by separate handbooks Early Years Inspection Handbook

https://www.gov.uk/government/publications/early-years-inspection-handbook-from-september-2015

Emphasis safeguarding, https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills-from-september-2015 --A MUST READ

safety, transitions, parent voice , diversity, teaching and learning, outcomes for children and the progress children are making given their starting points.

Common Inspection Framework (CIF) Inspectors will make graded judgements on the following areas, using

the four-point scale:

1. Effectiveness of leadership and management

2. Quality of teaching, learning and assessment

3. Personal development, behaviour and welfare

4. Outcomes for children and learners.

The Common Inspection Framework ensures that a coherent set of judgments are made across the different education, skills and child care settings.

1. Effectiveness of leadership and management

Key points for early years:

Particular focus on the curriculum

Ambitious vision –the impact of the culture of a setting

Safeguarding – not a graded judgement but inspectors must report whether it is effective or not, if not this will bring the whole judgement of the Inspection down.

Emphasis on British values

Use and impact of EYPP

Evidence- interview with childminder, parents, children, training and impact, how the environment is organised to meet the needs of children, arrangements for safeguarding, how training enables you to identify signs of abuse, how well safe practices are promoted, how well policies are implemented, SEF form and contributions from parents , e safety,

Risk Assessment

How do you teach children to keep themselves safe?

Using the new format for risk assessment complete one page, and state in the column what you will do to teach children to keep themselves safe, include how you will help children to be safe when using IT.

Prevent duty: From July 2015 all registered EY child care providers' are now subject to a duty under the Counter Terrorism and Security Act 2015 to have “due regard to the needs to prevent people from being drawn into terrorism” this duty is known as the “PREVENT DUTY”

What does it mean for childminders?”protecting children from the risk of radicalisation should be seen as part of your wider Safeguarding duties, and is similar in nature to protecting children from other harm. As with managing other safeguarding risks, cm should be alert to changes in children behaviour which could mean that they may be in needs of help or protection.”“ childcare providers can also build resilience to radicalisation be promoting fundamental British Values” ………. democracy - rule of law - individual liberty - mutual respect and tolerance

Read the DFE guidance https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty - A MUST READ

Early years providers already focus on children’s personal, social and emotional development. The Early Years Foundation Stage framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.’

http://www.foundationyears.org.uk/2015/03/fundamental-british-values-in-the-early-years/ --A MUST READ

Activity…….

Activity – British values ? How do children make decisions in your setting?

What would you include in rules for the children?

How can you demonstrate that you promote diversity through every day activities? And what can children gain from these experiences.

How do you record attendance? Evidence of gaps in attendance and why? How is this recorded?

If a funded child was not attending on a regular basis, how do you deal with this?

2. Teaching, learning and assessment Key points for early years:

Assessment – emphasis on securing evidence of all kinds of assessment

Parents – strong focus on parents as sources of information and partners in children’s learning

Teaching - no preferred approach

Learning – characteristics of effective learning, whether children are developing in the prime or specific areas....

Evidence –the main evidence comes from observations of the way which children demonstrate the key characteristics of effective learning and how your teaching supports the learning of children, whether children are developing in the prime or specific areas...., inspector tracking a child

Other evidence – assessment on entry, progress checks of 2 yr olds, assessments, tracking, transition reports, planning for children's next steps,

Activity -

What does teaching look like in your setting ?

A balancing act - teaching and play, no one way https://www.youtube.com/watch?v=sWf6oHE9YqY

This film sets the scene and introduces three different settings with the key message that there is no one way of viewing teaching and play in the Early Years Foundation Stage (EYFS).

Each setting chooses the most successful approach to teaching, learning and play based on the specific needs, interests and starting points of the children and families in their local community.

‘A balancing act – teaching and play in the early years’ is a suite of four films showing examples of good practice in the Early Years Foundation Stage (EYFS).

The key message in the films is that teaching and play are fundamental, interconnected endeavours in the early years.

Securing the most effective learning and development for young children, including those who are disadvantaged, relies upon the ambitious and reflective leaders in each school or setting. Together with staff, they constantly adapt their approaches to teaching and play to best meet the needs, interests and abilities of the children and families in their own communities.

The case studies Ofsted publishes do not recommend a single, particular approach to teaching, learning and play.

Teaching young children to develop their communication skills: Nicola Phillips, childminder

https://www.gov.uk/government/publications/teaching-young-children-to-develop-their-communication-skills

Teaching is……………….

Communicating

Problem Solving

Narrating

Using the physical environment

Showing

Explaining

Demonstrating

Exploring ideas

Facilitating

Encouraging

Questioning

recalling and providing a narrative for what they (children) are doing

Its all about quality interactions, what does that look like?

I-----Always follow the child’s INTERESTS

N----Support the child current learning NEEDS

T----give children TIME to TALK and THINK

E----EXPLAINING to children

R----RECALLING

A----ADD words to what children say

C----COMMUNICATING and Modelling language

T----TALK to children about what you are doing

I----Use “I” when talking to children, show an INTEREST in what children are doing

O----Use OPEN Ended Questions

N----Providing a NARRATIVE of what you are doing

S---SHOWING and SETTING challenges

3. Personal development, behaviour and welfare Key points for early years

Keeping safe

Self-awareness and understanding of how to be a successful learner

Social and emotional elements

Attendance

Behaviour

Keeping healthy

Personal development

Evidence -Main sources of evidence comes from Inspectors direct observations of children's behaviour, and their interactions with practitioner and each other.

Evidence –planning for prime areas in particular PSED, assessment of well being, records of accidents, children’s attendance, incidents, discussions with children, parents.

Activity ………

Think about a child in your care, look at Development Matters PSED and plan some experiences for that child which will support their next steps for PSED ?

Sample of a good behaviour tips!! I believe that children need to be able to manage their own behaviour “intrinsically” i.e.

through self-management, rather than “extrinsically” i.e. through the constant input and direction of others.

Therefore I SUPPORT children to this aim and not to “punish” or “penalise” them. I believe that all behaviour is a form of communication-children show us how they feel

through their behaviour.  Children have a right to be heard and respected.  Children need to feel safe and secure in order to learn effectively.  Children need to develop positive relationships with other children and adults.  Children need positive role models to learn from. I will respect and listen to children I will support children in learning positive behaviours I will provide an environment in which children feel belonged and welcomed I will provide a space for children to be alone and with others I will provide access to ample, appropriate resources and activities that allow children to

explore a range of emotions and feeling and relationships. I will be friendly, welcoming and respectful I will listen and show interest I will be a good role model I will support children’s emotional development I will use a range of strategies sensitively according to different situations

4. Outcomes for children

Critical focus - the progress of different groups from their starting points

Whether children are working at typical level of development for their age

Whether children who are disadvantaged or under-performing are catching up quickly

Whether children are development in the prime and specific area of learning to help them be ready for school;

Evidence-Direct observations of children’s learning and outcomes, the progress towards ELG in relation to starting points(prime areas)and their individual needs, note that inspectors will 'track' or concentrate on observing a particular child at the setting during inspection.

Activity……….

How will you present clear evidence to the inspector of the progress my children are making?

List of documents for INSPECTIONS Registration certificate

Public liability insurance

Policies including safeguarding, complaints, behaviour, SEN, uncollected, child missing child

Attendance Registers

Permission from parents

Accident and Medication records

Children's Record forms, contracts.

DBS’s for you and all over 16’s

List of training completed and evidence

First Aid cert (valid 3 yrs )

Safeguarding cert (valid 2 yrs )

Self Evaluation Form (updated annually) with evidence of completed recommendations or actions stated on your last Ofsted inspection report

Copies of Co-ordinator notes of visits, and actions

Risk Assessments, fire evacuation procedure, fire drill record, visitors book,

Observations, assessments, 2 r progress checks, transition reports,

Planning of activities, including next steps.

Conclusion

Can you now-- identify what you are good at under each new headings --using the EY handbook

Can you now --write a plan for your improvements under each heading --using the EY handbook

Complete the questions at the back of the Inspection checklist.

Use these in your updated SEF

Use your Co-ordinator for support to ensure you are ready for your Isnpection

TAKE CONTROL ITS YOUR INSPECTION---

Be in the driving seat !!!