1. “Are You Ready for Your Inspection?”: Preparing for the Common Inspection Framework Sue Robb National Head of Early Years, 4Children In partnership with

2. Overview of FOEI reforms Further education and skills Early Years Non- association independent schools New common inspection framework Short inspections for good providers 2 year old offer Baseline exercise Direct contracting and changes to workforce Maintained schools and academies

3. A Common Inspection Framework for schools, further education and skills (FES) providers, non-association independent schools and registered early years Greater clarity, coherence and comparability for users, learners, parents and employers – Ofsted’s judgements will be made on the same basis, with the same terminology and mean the same thing More emphasis and focus on the things that matter most Consistent approach to safeguarding Opportunity to refresh how we inspect Greater opportunities for knowledge sharing and development between inspectors in different remits Benefits of the new Common Inspection Framework (CIF)

4. Four graded judgements across all remits: –leadership and management –teaching, learning and assessment –personal development, behaviour and welfare –outcomes for children and learners Greater emphasis on safeguarding and curriculum. New Common Inspection Framework

5. Changes include: 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 The evaluation schedule

6. PROVIDER TYPE TOTAL PILOTSINSPECTION TEAM Full day care 9ECRI; EC HMI; ISPs Childminders 16ECRI; EC HMI; ISPs Sessional day care – crèche; playgroup; and out of school 13ECRI; EC HMI; ISPs Childcare on domestic premises 1ECRI or EC HMI or ISPs 2YO in school 2 (s.5 pilot)School HMI Registered childcare in independent schools 2II inspector 43 pilots in total Spring 2015 – “shadow” pilots

7. Likely to o be in April/May o involve more ISP inspectors o include notice o be ‘live’ inspections, if possible o will include re-inspection of inadequate settings Summer 2015 Pilots

8. Evaluation of phase 1 pilots - March Phase 2 pilots - in April Final review of handbooks - May CIF launched, handbooks published - June Training for inspectors - July Implementation - September 2015 Timelines

9. particular focus on the curriculum – to test rationale for it, policy practice and impact ambitious vision – HMCI clear that through this we 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. Effectiveness of leadership and management

10. These are implicitly embedded in the Early Years Foundation Stage: Democracy: making decisions together – PSED: self confidence and self awareness Rule of law: understanding rules matter – PSED: managing feelings and behaviour Individual liberty: freedom for all – PSED: self confidence and self awareness; UTW – people and communities Mutual respect and tolerance: treat others as you want to be treated – PSED: managing feelings and behaviour, making relationships; UTW: people and communities Reflection: Using the examples in the handout as a starting point, how do you promote Fundamental British Values in your setting? Fundamental British Values in the Early Years

11. assessment – emphasis on securing evidence of all kinds of assessment parents – strong focus on parents as sources of information and partners in children’s learning (fits well with EY principles – “What To Expect When”) where relevant, English, mathematics and other skills necessary to function as an economically active member of British society and globally are promoted through teaching and learning – emphasis on the future but difficult to make this relevant for young children Teaching, learning and assessment

12. Parents supporting their child’s learning and development

14. “Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up.” DfE (2014) Statutory Framework for the EYFS Partnership working with families

15. What to expect, when?

16. “Highly successful strategies engage all parents in their children’s learning in the setting and at home.” Ofsted (2014) Evaluation Schedule for Inspectors of Registered Early Years Provision Sharing children’s learning

18. Time – during session, end of session, evening session Session organisation – information session for parents, “stay and play” alongside children, “make and do” activities, resources from setting alongside “everyday” resources found at home Taking learning home – activity ideas, booklet, start the home activity in the session and use at home Sharing children’s learning

19. Improved progress in communication and language Positive attitudes towards learning Raised self esteem and confidence Enthusiasm for reading and books – more borrowed/shared Establish book preferences Impact of story cafés on children

20. Gain knowledge and confidence to support child’s language and contribute to their Learning Journey Enjoy quality time with their child, developing relationships Develop their own learning Get to know staff and the setting better – developing a sense of belonging Gain a peer network and support Impact of story cafés on parents

21. Improved outcomes for children’s communication and language More parent friendly and aware Work with parents previously found harder to engage Have improved relationships with families Impact of story cafés on the setting

22. “The key person must seek to engage and support parents and/or carers in guiding their child’s development at home.” “Parents and/or carers should be kept up-to-date with their child’s progress and development.” DfE (2014) Statutory Framework for the EYFS Sharing children’s progress

23. Identifying children’s next steps

24. Reflection: How do you involve parents: As part of transition into your setting? In understanding what children are learning in your setting and how they can contribute to this? In supporting their children’s learning at home? In sharing information about children’s progress (including the Progress Check at 2 and EYFSP)? How are you using, or how could you use “What To Expect, When?” to help you with this? Parents as partners in their children’s learning

25. Following of guidelines for behaviour and conduct, including management of their own feelings and behaviour understanding of how to keep themselves safe from relevant risks such as exploitation and extremism, including when using the internet and social media Knowledge of how to keep themselves healthy, including through exercising and healthy eating Self confidence, self assurance and knowledge of their potential to be a successful learner choices about the next stage of their education, employment, self- employment or training, where relevant, from independent careers advice and guidance where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training. Personal development, behaviour and welfare

26. Critical focus here will be on the progress of different groups from their starting points including tracking the progress of different groups, including funded 2 year olds and non funded 2 year olds, from a baseline. Outcomes for children

27. Reflection: Using your data identify…… If all children make progress over time If a particular group or groups of children make better progress over time If a particular group or groups of children are falling behind the age/stage expectation, and in any particular areas or aspects If a particular group or groups of children whose learning and development is beyond age/stage expectation If children are generally making progress in some areas of learning than others Tracking children’s progress

28. Focus must be on making a difference on identified children’s progress. The Unique Child principle focuses on this through: Identifying specific learning and development needs Practice that meets children’s learning styles Teaching that supports children’s progress Following through the Assessment for Learning cycle of observing, reviewing, reflecting and planning for children’s next steps Monitoring, tracking and recording progress Demonstrating progress – using the Early Years Pupil Premium

29. Focus must be on making a difference on quality of provision which impacts on identified children’s progress. This could include a focus on: The quality of provision for early language and literacy The quality of practice and CPD opportunities Professional dialogue and debate, learning from each other – in your own setting and other practitioners The physical environment and “resources” Parents’ involvement and engagement Home learning environment Demonstrating progress – using the Early Years Pupil Premium

30. Do you know who you children are who are eligible for the EYPP? What does your data tell you about this group of children’s learning and development? How does this group of children’s learning and development compare with that of other children? How are you planning to spend your EYPP to improve the progress of this group of children and close the gap between this group and the other children who attend your setting? How are you going to demonstrate the impact of how you have spent your EYPP? Demonstrating progress – using the Early Years Pupil Premium