South East #Ofstedbigconversation. #Ofstedbigconversation Housekeeping Introductions Steering Group Sarah Mackenzie, Childbase Partnership Kate

South East#Ofstedbigconversation

#Ofstedbigconversation Housekeeping

Introductions

Steering Group

Sarah Mackenzie, Childbase Partnership

Kate Peach, Each Peach Childcare

Liz Bayram, Pacey

David Wright, Paint Pots

Ruth Pimentel, Toad Hall

Zoe Raven, Acorn Childcare

Beverley Capewell, Co-operative Childcare

Hazel Moody, Advantage Day Care

#OfstedbigconversationAgenda

Welcome to the Ofsted Big Conversation

Common Inspection Framework

Coffee

Hot topics

-British Values

-Prevent Duty

-Changes within Ofsted

Q&A Session

Ofsted Big Conversation Background

Progress areas

Regional contacts

Groups to engage with the sector

Complaints triggered (priority brought forward inspections)

Quality assurance concerns

Ofsted inspector training

Complaints process

Rejection of inspector ‘preferences’

Parity on notice periods

Getting ready for inspection

The Common Inspection Framework

Jo Caswell HMI

Penny Fisher HMI

26 September 2015

Common Inspection Framework - Autumn 2015

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The purpose of today’s seminar


This seminar is designed to help you:

become familiar with the Common Inspection Framework (CIF)

explore what is different and what remains the same

prepare for your inspection

understand how to present your best evidence.

The Common Inspection Framework – why is there only one 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 was published in summer 2015.

Inspections began in September 2015.

Pilot inspections took place during spring 2015 across all remits.

Consultation events were held with providers to seek their views.

The Common Inspection Framework – what is different?

11Common Inspection Framework - Autumn 2015

Notification of inspection

Promotion of Fundamental British Values

Extremism and Radicalisation – Prevent agenda

Early years pupil premium

Monitoring attendance

Measuring the progress of different groups of children

What is different?

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Pre-schools and nurseries – half a day

Sessional provision – up to a day

Childminders - as now, about a week in advance

No notice for inadequate provision or priority inspections

Notification of inspection


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• What are the values?

• Democracy – making decisions together

• Rule of law – understanding right from wrong

• Individual liberty – freedom for all

• Mutual respect and tolerance – treat others as you want to be treated.

Fundamental British Values


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Fundamental British Values


What is not acceptable:

actively promoting intolerance of other faiths, cultures and races

failure to challenge gender stereotypes and routinely segregate girls from boys

isolating children from their wider community

failure to challenge behaviours (of staff, children or parents) that are not in line with the values

Tokenism.

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Extremism, radicalisation and the Prevent duty


From 1 July 2015, all early years providers are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015. This is the Prevent duty.

Staff must be able to identify children who may be vulnerable to radicalisation.

Protecting children from the risk of radicalisation is part of a setting’s safeguarding duties.

Early years settings can build children’s resilience to radicalisation by promoting fundamental British values and allowing children to challenge extremist views.

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Fundamental British Values and the Prevent duty


‘Early years providers already focus on children’s personal, social and emotional development. The Early Years Foundation Stage framework supports 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.’

Paragraph 61, Prevent Duty Guidance in England and Wales

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Guidance on British Values and the Prevent duty


Guidance materials can be accessed here:

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

https://www.gov.uk/government/publications/prevent-duty-guidance

https://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty





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The early years pupil premium


Funding became available in 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. How are you closing the ‘gaps’?

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


For children aged under five years,

attendance in early years provision is not statutory.

But, we need to be aware of any patterns in non-attendance in case there are any safeguarding concerns.

Also, if children fail to attend regularly, what impact does this have on their learning and their ability to start school?

How well do early years settings monitor non-attendance?

Monitoring children’s attendance

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Under the new framework, settings need to be able to show the inspector how they ensure all children, and groups of children, make progress.

How can you demonstrate you are ‘closing the gaps’ for the most vulnerable children?

Measuring children’s progress

The Common Inspection Framework judgements

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The Common Inspection Framework - judgements


Inspectors will gather evidence to make judgements on:

the effectiveness of leadership and management

the quality of teaching, learning and assessment

children’s personal development, behaviour and welfare

the outcomes for children and learners

the overall effectiveness of the setting.

Key points for early years:

Particular focus on the curriculum

Ambitious vision – how well do leaders and managers make continual improvements?

Improve teaching through rigorous monitoring

Safeguarding – not a graded judgement but inspectors must report whether it is effective or not

Emphasis on British values

Use and impact of Early Years Pupil Premium

How well are ‘gaps’ closing for the most disadvantaged children?

Effectiveness of leadership and management

Key points for early years:

• Assessment – emphasis on securing evidence of all kinds of assessment – are children making progress?

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

• Teaching - no preferred approach

• Learning – characteristics of effective learning

Teaching, learning and assessment

Key points for early years•Keeping safe

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

•Behaviour – understanding right from wrong

•Social and emotional development

•Making positive relationships

•Attendance

•Keeping healthy

•Personal development

•Being ready to start school

Personal development, behaviour and welfare

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Outcomes for children


Inspectors will evaluate:

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

the progress individual children and groups of groups of children make

how well settings ‘close gaps’ to ensure all children make good or better progress.

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Overall Effectiveness

Overall effectiveness - Outstanding (1)The quality of teaching, learning and assessment is outstanding. All other key judgements are likely to be outstanding. In exceptional circumstances one of the key judgements may be good, providing that there is convincing evidence that the provider is improving this area rapidly and securely towards outstanding. Safeguarding is effective.

The most important change here is the impact of the other three key judgements on Overall Effectiveness


Preparing for inspection


How to get the best from your inspection


The inspector will:agree a timetable for the inspection, including joint observationsask for the setting’s self-evaluation (if not submitted online)ask about the different groups of children who attend the settingmake arrangements for providing final feedbackhave a tour of the setting and meet the staff and childrenensure 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 stafftracking individual children to measure their progresslooking at some recordshaving a meeting with leaders and managerstalking to staff, key persons, children and parents.

Key inspection activities


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.

Inspectors will always track a child in receipt of Early Years Pupil Premium

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

Thank you for listening.Any questions?

South East#Ofstedbigconversation

South East#OfstedbigconversationHot Topics

British Values

Prevent Duty

Changes and developments within Ofsted

#OfstedbigconversationQ&A session

South East #Ofstedbigconversation

Documents

South East #Ofstedbigconversation. #Ofstedbigconversation Housekeeping Introductions Steering Group Sarah Mackenzie, Childbase Partnership Kate