Getting ready for inspection - Brighton · Getting ready for inspection Seminar for early years ... Senior HMI, HMIs and ... you must report this to Ofsted within

Getting ready for inspection

Seminar for early years providers

Brighton and Hove

Jo Caswell HMI

13 March 2015

Getting ready for inspection – March 2015

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The purpose of today’s seminar


This seminar is designed to help you:

understand Ofsted’s role in supporting improvements

understand inspection frameworks

become familiar with the Common Inspection Framework

prepare for your inspection.

What is Ofsted’s role in promoting improvement in early years?

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Regional working

There are eight Ofsted regions across England, each led by a Regional Director.

The regional structure enables HMIs to have close working relationships with local authorities and key stakeholder groups. This helps to identify where improvements can be made.

Each region has a team of Senior HMI, HMIs and regulatory inspectors.

Getting ready for inspection – March

5Getting ready for inspection – March 2015

HMIs work together with local authorities to:

drive improvement in early years

monitor inspection outcomes and the quality of inspection practice

identify settings which may need more support

deliver ‘Getting to Good’ seminars to providers not yet judged to be good or better.

The HMI’s role


HMIs also:

carry out inspections of early years settings, especially those judged to be inadequate, or require improvement

carry out inspections of groups of children’s centres, particularly those who were previously judged to be inadequate

work with schools’ HMI colleagues in the region to target priority improvement areas

represent Ofsted at regional and national events to promote improvement in early years.

What else do HMIs do?

Ofsted updates

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Concerns about inspection/inspector practice


Ofsted is committed to providing high quality inspections.

All inspection judgements are based on the criteria in the evaluation schedule.

Sometimes inspections are carried out by more than one inspector.

Freelance inspectors must not carry out inspections in the area where they work.

Any concerns relating to an inspection/inspector should be reported to Tribal or Ofsted.

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Paid for inspections


These are not taking place yet.

We are waiting for a decision to be made by the Department for Education.

Ofsted is already committed to carrying out the re-inspections of providers judged to be inadequate, or to require improvement.


Ofsted is fully committed to working with providers and professionals within the sector to drive improvement.

Systems are currently in place for Ofsted’s senior managers to meet with representatives from a range of organisations to inform future development.

More news will be published on this soon.

Ofsted’s Big Conversation

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What happens when settings re-register?


If there are changes to the management structure, premises or owner, settings must re-register.

Ofsted will retain information about previous inspection and compliance history.

This information can be accessed through the Ofsted website through the individual provider page.

The information will be held for five years.

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The early years pupil premium


This will be implemented from April 2015.

Early years settings must be able to demonstrate at inspection how they have used the additional money to support the most vulnerable and disadvantaged children.

During inspection, from September 2015, the inspector will track the progress of a child who is supported through the premium.

The Common Inspection Framework

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The Common Inspection Framework


One inspection framework for maintained schools and academies, independent schools, further education colleges and registered early years settings.

The framework will be published in summer 2015.

Inspections will begin in September 2015.

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The Common Inspection Framework -judgements


Inspectors will gather evidence to make judgements on the:

effectiveness of leadership and management

quality of teaching, learning and assessment

personal development, behaviour and welfare

outcomes for children and learners

overall effectiveness.

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Effectiveness of leadership and management


Inspectors will make an evaluation on how well leaders:

have high expectations for what children can achieve

improve teaching and learning through rigorous monitoring and a programme of staff development

use robust self-evaluation to make improvements

rigorously monitor the educational programmes so that all children make good or better progress

actively promote equality and diversity and fundamental British values.

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Quality of teaching, learning and assessment


Inspectors will evaluate:

how well staff ensure that every child can achieve, including the most able and the most disadvantaged

staff’s understanding of the age group and how well they communicate with children

how well information from assessment is used to plan appropriate teaching and learning strategies, including to identify the children who may be falling behind, or those who need more challenge in their learning.

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Personal development, behaviour andwelfare



whether all children benefit from regular attendance

how well the setting’s behaviour policies help children manage their own feeling s and learn to respect others

whether children understand how to keep themselves safe

how well children are prepared to contribute to wider society and life in Britain today

how well children develop self-confidence, emotional security and are ready for starting school.

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Outcomes for children



how well all children make progress from their individual starting points

whether staff accurately know what children can already do, and whether they plan for what they need to do next

how well leaders and managers know about the progress individual children, and groups of children, make.

Safeguarding updates

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Notifications to Ofsted


When to notify….?

3.7 If providers have concerns about children’s safety or welfare, they must notify agencies with statutory responsibilities without delay. This means the local children’s social care services and, in emergencies, the police.

3.8 Registered providers must inform Ofsted of any allegations of serious harm or abuse by any person living, working, or looking after, children at the premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere).

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Renewal of DBS checks


There is currently no requirement or guidance relating to the renewal of DBS/CRB checks.

Providers need to ensure that people looking after children, or those likely to have regular contact with the children (including those living or working on the premises), are suitable.

Inspectors will check the setting’s recruitment procedures and safeguarding policies to ensure that relevant systems are in place to keep children safe.

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Disqualification requirements


Providers must tell staff that they are expected to disclose all convictions and cautions that may affect their suitability to work with children. Providers must not allow people who have not had a DBS check to have unsupervised contact (3.11) and must take steps to protect children if they become aware of disqualification (3.14; 3.15)

If a member of staff is living in a household with someone who is disqualified, then they too are disqualified from working with children by association. This relates to household members, house-share residents, foster children and lodgers.

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Disqualification requirements continued


The person is not guilty of an offence if they do not know a person they are living with is disqualified.

The law is clear about ‘knowingly employing’ someone who is disqualified. Providers who regularly ask staff to confirm there are no changes in their circumstances and act on any information received that brings into doubt a staff member’s suitability are taking appropriate steps to make sure they do not knowingly employ someone who is disqualified.

If you become aware you are employing a disqualified member of staff, you must report this to Ofsted within 14 days. Failure to do so, is an offence.

Preparing for inspection


The inspector will: agree a timetable for the inspection, including joint

observations ask for the setting’s self-evaluation (if not submitted

online) ask about the different groups of children who attend

the setting make arrangements for providing final feedback have a tour of the setting and meet the staff and

children ensure the provider/owner/nominated person is aware

of the inspection and can be present if possible.

Planning the inspection timetable


The inspector needs to gather relevant evidence to make judgements. This will be collected in a number of ways, such as: observing practice to ensure effective teaching helps

children make good progress completing a joint observation with a manager or

senior member of staff tracking individual children to measure their progress looking at some records having a meeting with leaders and managers talking to staff, key persons, children and parents.

Key inspection activities

Assessing the quality of leadership and management

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Strong leadership and management

Strong leaders ensure they regularly update their skills and have a well-qualified workforce.

Strong leaders take the necessary steps to improve the quality of teaching.

Strong leaders hold staff to account.

Strong leaders make sure their staff access on-going training and professional development.

Strong leaders learn from the best.



Self-evaluation

Think about how well your setting is doing…

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What do you do well?

The inspection processwill consider how well you evaluate the impact of what you do on children’s care, learning and development, and how you use that evaluation to bring about improvement.



You can use any form of self-evaluation to measure how well you are doing.

There is no fixed time to carry out self-evaluation.

Develop a system that helps you identify what needs to improve and shows what is working well.

Involve the staff, children, childminder assistants and parents in evaluating how well you are doing.

Demonstrate how well your system works in driving improvements.

Remember, self-evaluation is ongoing!

Measuring your progress

Assessing the quality of teaching and learning

34Getting ready for inspection – March

For too many children, especially those living in the most deprived areas, educational failure starts early.

Gaps in achievement between the poorest children and their better-off peers are clearly established by the age of five.

There are strong links between a child’s social background and their readiness for school.

Too many children start school without the range of skills they need.

School readiness and narrowing the gap

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What is teaching ?

Teaching includes:

the equipment adults provide the physical environment the structure and routines of

the day.

Getting ready for inspection – March


The Statutory Framework for the Early Years Foundation Stage:

playing and exploring – children investigate and experience things, and ‘have a go’

active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

creating and thinking critically –children develop their own ideas, make links in their learning, and develop strategies for doing things.

Characteristics of effective teaching and learning


These are an excellent way of gathering evidence across all aspects of the evaluation schedule.

They help the inspector to assess the accuracy and quality of the provider’s monitoring and evaluation of staff practice (Leadership and Management).

They offer you an opportunity to contribute evidence towards judgements about the quality of teaching and learning, and children’s well-being.

Joint observations


Inspectors must track at least two children within your setting.

They may look at a child from a specific group of children, such as a funded two-year-old.

They will use the evidence to assess how well the setting helps all children to make effective progress, including those who may need additional support.

Case tracking

Action planning and making improvements


Action planning – making improvements

The principles of effective action planning:• use the evaluation schedule to benchmark your

setting• involve your staff, parents and children. Ask

yourselves – what do we need to do to move to the higher grade?

• set measurable targets to enable you to improve –make sure these are monitored closely

• be realistic – when things don’t go to plan, say so!• show how well leaders and managers drive

improvement.

Thank you for listening.Any questions?

Documents

Getting ready for inspection - Brighton · Getting ready for inspection Seminar for early years ... Senior HMI, HMIs and ... you must report this to Ofsted within