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

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  • South East#Ofstedbigconversation

    Common Inspection Framework - Autumn 2015

  • #Ofstedbigconversation

    HousekeepingIntroductionsSteering GroupSarah Mackenzie, Childbase Partnership Kate Peach, Each Peach ChildcareLiz Bayram, PaceyDavid Wright, Paint PotsRuth Pimentel, Toad HallZoe Raven, Acorn ChildcareBeverley Capewell, Co-operative ChildcareHazel Moody, Advantage Day Care

    Common Inspection Framework - Autumn 2015

  • #OfstedbigconversationAgenda

    Welcome to the Ofsted Big ConversationCommon Inspection Framework Coffee Hot topics -British Values-Prevent Duty-Changes within OfstedQ&A Session

    Common Inspection Framework - Autumn 2015

  • Ofsted Big Conversation Background

    Common Inspection Framework - Autumn 2015

  • Progress areas

    Regional contacts Groups to engage with the sector Complaints triggered (priority brought forward inspections) Quality assurance concerns Ofsted inspector training Complaints processRejection of inspector preferences Parity on notice periods

    Common Inspection Framework - Autumn 2015

  • Getting ready for inspectionThe Common Inspection FrameworkJo Caswell HMIPenny Fisher HMI26 September 2015Common Inspection Framework - Autumn 2015

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    The purpose of todays seminarCommon Inspection Framework - Autumn 2015

    This seminar is designed to help you: become familiar with the Common Inspection Framework (CIF)explore what is different and what remains the sameprepare for your inspection understand how to present your best evidence.

    Common Inspection Framework - Autumn 2015

  • The Common Inspection Framework why is there only one framework?

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    The Common Inspection Framework Common Inspection Framework - Autumn 2015One 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.

    Common Inspection Framework - Autumn 2015

  • The Common Inspection Framework what is different?

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    Common Inspection Framework - Autumn 2015

    Notification of inspectionPromotion of Fundamental British ValuesExtremism and Radicalisation Prevent agendaEarly years pupil premiumMonitoring attendanceMeasuring the progress of different groups of children

    What is different?

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    Pre-schools and nurseries half a daySessional provision up to a dayChildminders - as now, about a week in advanceNo notice for inadequate provision or priority inspections

    Notification of inspection Common Inspection Framework - Autumn 2015

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    What are the values?Democracy making decisions togetherRule of law understanding right from wrongIndividual liberty freedom for allMutual respect and tolerance treat others as you want to be treated.

    Fundamental British Values Common Inspection Framework - Autumn 2015

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    Fundamental British ValuesCommon Inspection Framework - Autumn 2015What is not acceptable:actively promoting intolerance of other faiths, cultures and racesfailure to challenge gender stereotypes and routinely segregate girls from boysisolating children from their wider communityfailure to challenge behaviours (of staff, children or parents) that are not in line with the valuesTokenism.

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    Extremism, radicalisation and the Prevent dutyCommon Inspection Framework - Autumn 2015From 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 settings safeguarding duties.Early years settings can build childrens 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 dutyCommon Inspection Framework - Autumn 2015Early years providers already focus on childrens 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 others 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 dutyCommon Inspection Framework - Autumn 2015Guidance 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-guidancehttps://www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty

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    The early years pupil premiumCommon Inspection Framework - Autumn 2015Funding 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.

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    Common Inspection Framework - Autumn 2015For 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 childrens 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 childrens progress

    Common Inspection Framework - Autumn 2015

  • The Common Inspection Framework judgements

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    The Common Inspection Framework - judgementsCommon Inspection Framework - Autumn 2015Inspectors will gather evidence to make judgements on:the effectiveness of leadership and managementthe quality of teaching, learning and assessmentchildrens personal development, behaviour and welfarethe outcomes for children and learnersthe overall effectiveness of the setting.

    Common Inspection Framework - Autumn 2015

  • 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 monitoringSafeguarding not a graded judgement but inspectors must report whether it is effective or notEmphasis on British valuesUse and impact of Early Years Pupil PremiumHow well are gaps closing for the most disadvantaged children?Effectiveness of leadership and management

    Common Inspection Framework - Autumn 2015

  • 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 childrens learning Teaching - no preferred approachLearning characteristics of effective learning

    Teaching, learning and assessment

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  • Key points for early yearsKeeping safe Self-awareness and understanding of how to be a successful learner Behaviour understanding right from wrongSocial and emotional developmentMaking positive relationshipsAttendance Keeping healthyPersonal developmentBeing ready to start school

    Personal development, behaviour and welfare

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    Outcomes for childrenCommon Inspection Framework - Autumn 2015Inspectors will evaluate:how well all children make progress from their individual starting pointswhether staff accurately know what children can already do, and whether they plan for what they need to do nextthe progress individual children and groups of groups of children makehow 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

    Common Inspection Framework - Autumn 2015

    Common Inspection Framework - Autumn 2015

  • Preparing for inspection

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    Common Inspectio