The Common Inspection Framework

From September 1st 2015

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Aims:

• To make practitioners aware of the new documents

required for the common inspection framework.

• To support practitioners in their understanding of the

changes to the new Early Years Ofsted Inspection

Framework.

• To help practitioners in their preparation for their next

inspection.

• To give practitioners an overview of the Quality

Matters Materials

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Why the Common Inspection

Framework (CIF) is being introduced? • To use a standardised inspection framework

• To provide frequent and comparable information to

parents/carers, to inform their choices.

• To carry out ‘timely’ inspections of good providers

• To have a proportionate approach to how

frequently Ofsted inspects.

• To ensure inspections are rigorous, of good quality

and have greater impact.

Documents:

• The common inspection framework: education, skills and

early years (August 2015)

• The early years inspection handbook ( August 2015)

• Inspecting safeguarding in early years, education and

skills settings (August 2015)

• ‘Working together to safeguard children’, (March 2015)

• Background reading on British values

• The Prevent duty advice to schools and childcare

providers (June 2015)

• The Prevent duty guidance

• EYPP background reading, including toolkit

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Better inspection for all’:

Key points from the consultation

A very large response. 4,400 through online consultation, 330 attendees at regional events, 115 parents and 180 pupils at focus groups.

Early years response: 200 including from large organisations representing a number of providers

The response to the consultation was published in February and can be found on the website

Responses to all questions were highly positive and proposals were supported by all groups.

Approx. 80% support the common inspection framework

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The Common Inspection Framework

handbooks:

• A single ‘Common Inspection Framework’ supported by

separate handbooks for each remit.

• The CIF handbooks will be consistent wherever possible,

but recognise differences between remits.

• The CIF and all remit handbooks were published in June,

alongside a series of launch events.

• Early Education will also have a separate ‘inspection

handbook’, ‘registration handbook’ and ‘compliance

handbook.

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Part 1 of the handbook - How early

years providers will be inspected:

• Before the inspection

• During the inspection

• After the inspection

• Quality assurance and complaints

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Part 2 of the handbook - the

evaluation schedule - how early years

settings will be judged:

• more descriptors in outstanding grade

• no descriptors for requires improvement

• a greater focus on the quality of teaching and

its impact on children’s progress and

achievement

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Inspectors will make graded judgements

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.

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Key points for early years:

Effectiveness of leadership and management

• Particular focus on the curriculum

• Ambitious vision – Her Majesty’s Chief Inspector is clear

that through this Ofsted will also capture the impact of the

culture of a setting

• Safeguarding – not a graded judgement but inspectors

must report under leadership whether it is effective or not

• Emphasis on British values.

• Use and impact of Early Years Pupil Premium 10

Key points for early years:

Teaching, learning and assessment

• Assessment – emphasis on securing evidence of

different kinds of assessment

• Parents as partners- strong focus on parents as

sources of information and partners in children’s

learning.

• Teaching – no preferred approach

• Learning – characteristics of effective learning

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Key points for early years:

Personal development, behaviour and welfare

• Keeping safe

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

• Social and emotional elements

• Attendance

• Behaviour

• Keeping healthy

• Personal development

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Key points for:

Outcomes for children

• Focus will be on the progress that different

groups of children make from their starting

points.

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Key points for:

Overall effectiveness

• Strong focus on teaching

• Safeguarding is key

• Takes account of the four key judgements.

• All judgements are likely to match.

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Inspecting safeguarding in all the

settings covered by the framework:

‘Inspecting safeguarding in early years, education and skills settings’, June 2015; www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-and-skills-from-september-2015.

‘Working together to safeguard children’, March 2015; www.gov.uk/government/publications/working-together-to-safeguard-children--2.

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Document : ‘Inspecting safeguarding in

early years, education and skills settings’.

key points:

• Safeguarding issues outside the setting

• Multi-agency work.

• Staff have a good awareness of safeguarding issues

• Children and learners themselves are supported to develop their

own awareness of how to keep themselves safe.

• Safeguarding policies are in place and implemented effectively.

• Explicit references to implementing the Prevent duty.

• Explicit references to the risks of children and learners going

missing and child sexual exploitation.

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The Prevent duty

The Prevent duty guidance

https://www.gov.uk/government/publications/pr

event-duty-guidance

The Prevent duty advice to schools and

childcare providers

https://www.gov.uk/government/publications/pr

otecting-children-from-radicalisation-the-

prevent-duty

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The main points of this advice are

to:

• explain what the Prevent duty means for schools and

childcare providers

• make clear what schools and childcare providers

should do to demonstrate compliance with the duty

• inform schools and childcare providers about other

sources of information, advice and support

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The Prevent duty: what it means for schools

and childcare providers:

61. 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.

• Prevent Duty Guidance page 10

Fundamental British values.

(as determined by The Home Office) are:

• Democracy

• Rule of law

• Individual liberty

• Mutual respect and tolerance

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Democracy: making decisions together

PSED - self-confidence and self-awareness –

• Managers and staff can encourage children to see their role in

the bigger picture, encouraging children to know their views

count, value each other’s views and values and talk about their

feelings, for example when they do or do not need help. When

appropriate demonstrate democracy in action, for example,

children sharing views on what the theme of their role play area

could be with a show of hands.

• Staff can support the decisions that children make and provide

activities that involve turn-taking, sharing and collaboration.

Children should be given opportunities to develop enquiring

minds in an atmosphere where questions are valued.

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Rule of law: understanding rules matter as

cited in Personal Social and Emotional

development

PSED - managing feelings and behaviour:

• Staff can ensure that children understand their own and others’

behaviour and its consequences, and learn to distinguish right

from wrong.

• Staff can collaborate with children to create the rules and the

codes of behaviour, for example, to agree the rules about tidying

up and ensure that all children understand rules apply to

everyone.

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Individual liberty: freedom for all

PSED - self-confidence & self-awareness and

UW - people & communities :

• Children should develop a positive sense of themselves. Staff

can provide opportunities for children to develop their self-

knowledge, self-esteem and increase their confidence in their

own abilities.

• Staff should encourage a range of experiences that allow

children to explore the language of feelings and responsibility,

reflect on their differences and understand we are free to have

different opinions.

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Mutual respect and tolerance: treat others

as you want to be treated

PSED - managing feelings & behaviour and making relationships

UW - people & communities:

• Managers and leaders should create an ethos of inclusivity and tolerance

where views, faiths, cultures and races are valued and children are

engaged with the wider community.

• Children should acquire a tolerance and appreciation of and respect for

their own and other cultures; know about similarities and differences

between themselves and others and among families, faiths, communities,

cultures and traditions and share and discuss practices, celebrations and

experiences.

• Staff should encourage and explain the importance of tolerant behaviours

such as sharing and respecting other’s opinions.

• Staffs should promote diverse attitudes and challenge stereotypes, for

example, sharing stories that reflect and value the diversity of children’s

experiences and providing resources and activities that challenge gender,

cultural and racial stereotyping. 24

What is not acceptable is:

• actively promoting intolerance of other faiths, cultures and races

• failure to challenge gender stereotypes and routinely segregate

girls and boys

• isolating children from their wider community

• failure to challenge behaviours (whether of staff, children or

parents) that are not in line with the fundamental British values of

democracy, rule of law, individual liberty, mutual respect and

tolerance for those with different faiths and beliefs

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The Early Years Pupil Premium

Inspectors will look at:

• How do settings encourage parents to access the funding?

• How much funding a provider has received and for which

children?

• How have providers decided to spend the early years pupil

premium – how have they assessed children’s needs?

• What are their main objectives?

• How are providers measuring the impact of the early years pupil

premium funding on child outcomes over the short and long

term?

• What is the impact of the Early Years Pupil Premium on the

outcomes for children?

• How do settings know if it has been successful?

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Ofsted Inspections –

• Inspectors will collect evidence in the same way.

• There will be a stronger focus on some areas – ie.

assessment, children’s personal development and

safeguarding arrangements.

• Some new areas – ie. British values, Leaders’

alertness to potential dangers of radicalisation and

extremism and how well a setting promotes and

supports children’s prompt and regular attendance.

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Notification of inspection :

• Pre-schools and nurseries will now have

half a day’s notice of a routine cycle

inspection

• No prior notification of inspection for:

inadequate providers

priority inspections

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NB. The current inspection cycle runs from

1 September 2012 to 31 July 2016

All providers listed on the Early Years Register before 1

September 2012 will normally have their setting

inspected at least once within this four-year cycle.

Providers not on the Early Years Register on 1

September 2012 and registered after this date will

normally have their setting inspected within 30 months of

their registration date.

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Inadequate settings

When a setting receives an Inadequate Ofsted judgement, no

further FEEE2 children will be placed and the setting is at risk of

having their Free Early Education Entitlement withdrawn.

An intervention plan and period of intensive support will be

provided.

Progress will be reviewed after 6-8 weeks by the Quadrant Team

Leader.

If the setting has made insufficient progress, the Early Years

Leadership Team will make the final decision on Free Early

Education Entitlement, this could be suspended or stopped.

If the setting has made sufficient progress, they will continue to

be able to deliver FEEE 3 & 4.

A member of the Quality Improvement Team will attend the

next Ofsted inspection feedback.

• A menu of Quality Improvement support for settings is available

for purchase.

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Requires Improvement settings

When a setting receives a Requires Improvement Ofsted

judgement, no further FEEE2 children will be placed.

An action plan will be compiled with the setting, identifying

support for the year and a package of support will be

provided.

Progress will be reviewed termly by the Quadrant Team

Leader, with the expectation that the setting will get to

Good or above at the next inspection.

Insufficient progress may result in the setting being

referred to the Leadership Team who will review FEEE

funding.

The setting has access to the Essex provider web pages

A member of the Quality Improvement Team will attend the next

Ofsted inspection feedback.

A menu of Quality Improvement support for settings is available

for purchase.

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New settings (settings that have no current Ofsted

judgement, newly opened settings

• Settings will have access to the Quality Matters materials.

• The setting will receive visits from a member of the Quality

Improvement Team until their first inspection.

• The setting will have access to their EYFS Learning

Community.

• The setting has access to the Essex provider web pages.

• A member of the Quality Improvement Team can be

invited to attend the next Ofsted inspection feedback

• A menu of Quality Improvement support for settings is

available for purchase.

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Good and Outstanding settings

• Settings will have access to the Quality Matters materials

• The setting will receive a visit from an EYFSA prior to their

inspection.

• The setting will have access to their Learning Community.

• The setting has access to the Essex provider web pages.

• A member of the Quality Improvement Team can be

invited to attend the next Ofsted inspection feedback.

• A menu of Quality Improvement support for settings is

available for purchase.

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Quality Matters Materials

• Support offered to settings

• Leadership and Management

• Teaching, Learning and Assessment

• Personal Development, Behaviour and Welfare

• Outcomes for Children

• The Learning Environment

• Interaction

• Transition

• Inclusion

• Practice for children under three

• Business

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Areas to consider

about your setting

Supporting

Evidence

Actions you have

Identified

Date

actions

need to be

completed

As a manager how

do you set high

expectations within

your setting, so that

all children can

achieve?

As a manager how

do you know that all

the practitioners

within your setting

have a thorough

understanding of the

EYFS and how are

you ensuring that

the statutory

requirements of the

EYFS are met?

www.essex.gov.uk/earlyyearsandchildcare

Delivering the EYFS section

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Any questions?