Nursery World Conference 2016

The Common Inspection Framework

Jo Caswell HMIPenny Fisher HMI5 February 2016

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The purpose of today’s seminar

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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 build on findings from Ofsted’s survey work understand how to present your best evidence.

The Common Inspection Framework

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The Common Inspection Framework

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

Pilot inspections took place during spring 2015 across all remits.

Consultation events were held with providers to seek their views.

The framework was published in summer 2015. Inspections began in September 2015.

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Inspection handbooks and guidance

The following documents explain the Common Inspection Framework in more detail:School Inspection HandbookEarly Years Inspection hand bookThe Common Inspection Framework: education, skills and early yearsInspecting safeguarding in early years, education and skills settingsAll of these documents are available on www.gov.uk/ofsted

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Notification of inspection Extremism and Radicalisation – Prevent

agenda Promotion of Fundamental British Values 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 daySessional provision – up to a dayChildminders - as now, about a week in advanceSchools – half a dayNo notice for inadequate provision or priority inspections, including schools

Notification of inspection

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Extremism, radicalisation and the Prevent duty

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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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• 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

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What 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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Fundamental British Values and the Prevent duty

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‘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

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

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The early years pupil premium

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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.

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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

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The Common Inspection Framework judgements

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The Common Inspection Framework - judgements

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Inspectors will gather evidence to make judgements on:the effectiveness of leadership and managementthe quality of teaching, learning and assessmentchildren’s personal development, behaviour and welfarethe outcomes for children and learnersthe 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

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Performance management and professional development

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Performance management through observation and supervision leads to clear and measurable targets for improvement for all staff

Targeted training, support and professional development opportunities can be seen in better learning for children

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What priorities have you set

for staff training?Review your planning and identify

what it means for the development of staff.

 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

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

What do we mean by ‘school readiness’?

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By four we would expect children:to be ready to be separated from their parent or carer to be able to demonstrate listening skills to have enough language to be able to communicate to be able to interact with an adult and/or a peerto be able to focus on, and show interest in, their work and the world around themto be observant and to ask questions.

How can we help children be readyfor starting school?

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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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Narrowing the gap

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Nationally, gaps in the attainment of children by the end of the EYFS are too wide. Attainment needs to be better for:children living in povertyboyssome ethnic groups e.g. Black children, white working class boyschildren who have special educational needschildren born in the summer.

How do you evaluate the progress made by different groups of children?

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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

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Preparing for inspection

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How to get the best from your inspection

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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 senior leaders are aware of the inspection and can be present if possible.

Planning the inspection timetable

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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

Thank you for listening.Any questions?