1. Provider Briefing Welcome
Autumn 2015

2. Housekeeping

3. Inspecting Safeguarding in Early Years
Provider Briefing
The Common Inspection Framework
British Values
Inspecting Safeguarding in Early Years

4. This Provider Briefing will support you in:
understanding how the new Common Inspection Framework underpins the practice and provision of all early years providers
understanding what British values are and look like in the early years
understanding and reflecting on safeguarding within your organisation with reference to the Ofsted inspection

5. The Common Inspection Framework

6. Common Inspection Framework
For use from 1st September 2015
Aligns inspection of maintained schools, academies, non-association independent schools, further education and skills providers and early years providers
Common set of judgements and consistent criteria for reaching those judgements
Reflects legislation for all, supported by inspection handbooks for all 5 education remits (including ‘Early Years Inspection Handbook’ (Aug 2015 Ref: )

7. Key ‘changes’ - what does it all mean for us?
Introduces ‘half a working days’ notice of inspections (unless inadequate or concerns)
Includes ‘tracking’ of at least two children, EYPP child must be one if attending
No grade descriptors for ‘Requires Improvement’ (just, not ‘Good’)
Written judgement under Leadership and Management about the effectiveness of Safeguarding arrangements (not graded)
British Values underpinned by Prevent Duty

8. Common Inspection Framework
In line with the CIF, inspectors will make judgments and give grades for the following:
Effectiveness of leadership and management
Teaching learning and assessment
Personal development, behaviour and welfare
Outcomes for children

9. Overall Effectiveness
Strong focus on teaching
Safeguarding is key
Takes account of all four judgements
All judgments are likely to match

10. Effectiveness of leadership & management
Key Points for early years:
Particular focus on the curriculum
Ambitious vision – the impact of the culture of the setting
Safeguarding – not graded judgment but inspectors must report whether it is effective or not
Emphasis on British Values
Use and impact of EYPP

11. Effectiveness of leadership & management - SEF
New SEF form, in line with new CIF is now available:

12. Teaching learning & assessment
Key points for early years:
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
Teaching - no preferred approach
Learning – characteristics of effective learning
Joint Observations

13. Personal development, behaviour and welfare
Key points for early years:
Keeping safe
Self-awareness and understanding of how to be successful learner
Social and emotional elements
Attendance
Behaviour
Keeping Healthy
Personal Development

14. Outcomes for children
Critical focus – the progress of different groups from their starting points

15. Local Providers – Case Studies
Unfortunately, Ofsted did not publish the results of the Common Inspection Framework pilot. However we have contacted those Leicestershire early years providers who have been inspected since 1st September We asked for feedback on their experience of ‘new inspection process’. The following comments have been gathered from those providers – many thanks to all those who shared!

16. Over to you…
Examine the ‘Sources of evidence’ bullet points and the ‘Good’ grade descriptors taken from the Early Years Inspection Handbook (Sept 2015) Consider: What will this look like in your setting and how will you share what you are doing with Ofsted during the inspection?

17. British Values

18. British Values What does this mean? Definition:
‘democracy, rule of Law, equality of opportunity, freedom of speech and the rights of all men and women to live free from persecution of any kind.’

19. The fundamental British Values include:
Democracy
Rule of law
Individual liberty
Mutual respect and tolerance of different faiths and beliefs

20. The Prevent Duty Risk Assessment Working in Partnership Staff Training
IT Policies

21. Early Years Foundation Stage
Activity:
Looking at the Early Learning Goal, consider how British Values are/can be fostered through everyday practice?
What would this look like?

22. Next Steps
In order for schools and childcare providers to fulfil the Prevent Duty, it is essential that providers:
Ensure Best Practice within PSED & UW
Develop awareness
Assess and take action
Make referrals
Assess staff training needs

23. Next Steps What do you need to do next? Ofsted Documents
Review Policies and procedures
Raising Staff awareness

24. Inspecting Safeguarding in Early Years

25. Inspecting safeguarding in early years, education and skills settings
June 2015
Ref
Introduction
This guidance came out in draft form over the summer, for use in September, alongside the Common Inspection Framework and the Early years inspection handbook.
This session consists of four short activities based on the content of this document, that will allow you to reflect on safeguarding within your organisation and raise questions for you to take back to your team to explore further.
If you are a childminder we hope you can use your current networks to enable you to discuss with other childminders any changes you may need to consider further or implement.

26. Effective Empower Policies Record Keeping Roles
‘Effective’ is a word that comes up a lot in the Inspection Handbook and we would like you to think ‘how effective is your setting in relation to safeguarding?’
In applying this to ‘Inspecting safeguarding in Early Years’ we felt it could be be split into 4 main areas:
Roles
How effective is your:
– Designated Safeguarding Person
- The staff role in providing support advice to to parents/ carers, proactive response to concerns and how staff support each other.
- As a Manager and/or Owner – do you promote/have a positive culture for effective safeguarding to succeed in? what does this look like?
- Key person system – enabling strong attachments and making children feel secure
Record keeping
- Information is shared appropriately – enabling children to be kept safe and professionals to be kept updated
- Recording - is factual, accurate, done in a timely manner and any actions followed up
- Plan – do you have a effective plan in place outlining your responsibilities when caring for a child in need or part of child protection plan
- Attendance – what do you have in place for non-attendance/ sporadic attendance.
Reviewed – do you review children’s records/ supervision notes to see if there are any patterns emerging or so you do not
have ‘start again syndrome’. Start again syndrome is where professionals deal with events as one off episodes. This was
referred to in the serious case review of Keanu Williams [ P.8] Child K. This SCR was sent out in the provider update.
Staff development – the Competency Framework is in place. How is under performance tackled?
Empower
Children are empowered to:
- Keep themselves safe – NSPCC campaigns such as The Underwear Rule
- Social media – Thinkuknow resources
- keep themselves safe when using social media
- Children are listened too
- Children feel secure
- Does the child have an effective voice in your setting
How effective are you in implementing these?
Policies
- Your policies reflect and refer to key documents as mentioned in ‘inspecting safeguarding’
- They reflect what you actually do or should be doing and are reviewed
- Staff understand and work to the polices
- The child's voice is paramount and runs through the polices
- Staff recruitment is robust, consistent and effective
- Staff development –effective policy's so staff know what they are entitled to in terms of training, supervision and appraisals
- LSCB [Local Safeguarding Children's Board] procedures – are these reflected in your policies? How often do you access them for information?
Roles

27. ‘Culture of Vigilance’
What does this look / feel like?
How do you support/promote this?
The next four slides are an opportunity for discussions within your tables
Ofsted in ‘Inspecting safeguarding’ are looking at how well:-
‘leaders and managers have created a ‘culture of vigilance’ where children and learner’s welfare is promoted and where timely and appropriate safeguarding action is taken for children or learners who need active help or who may be suffering, or likely to suffer, significant harm’ – Page 4 – Inspecting Safeguarding booklet
This term is also used in the Inspection Handbook in the grade description for outstanding in leadership and management P.34
Activity
Can we spend about 10 minutes discussing on your table
What does this look / feel like
How do you support / promote this in your setting.

28. Professional Curiosity
What is it?
How do you implement this?
Barriers and how you overcome them?
Actions to take back to the setting
Professional curiosity is a theme that comes up a lot of serious case reviews and applies to all childcare professionals. We think it is important this term is utilised and understood within the childcare sector.
The Serious Case Review (SCR) on Child K [Keanu Williams] concluded that professionals has not ‘respectfully disbelieved’ when working with children / families, allowing the parents version of events to go unchallenged or questioned, even when other factors may have given cause for concern.
Activity
Can we now spend about 15 minutes in your groups discussing the points on the slide.
We will have brief feedback from a couple of tables at the end [maybe choose a group setting and a childminder table]

29. Professional Curiosity
Challenging ideas and opinions
Mindful of situations, detail and background
Questioning
The independent review on Child K said ‘the failings were familiar to those found in other reviews in the UK’.
Agencies had failed to communicate internally and with each other; staff had been too willing to believe a parent's explanations; there had been a lack of professional curiosity. ‘Once again, the focus on the child had been lost’. This was taken from an article in the Guardian reporting on the SCR on Keanu Williams

30. Whistle-blowing What does this mean to you?
Does your setting/provision’s culture reflect this?
What could you do better?
This is an important aspect of Safeguarding but potentially one of the most difficult, especially if the culture of the setting does not allow effective implementation of policies.
Some of the barriers that we have identified that could get in that way of effectiveness are:
Friendship groups
Social media
Business loss
Bullying
Policies not embedded in practice
Poor leadership
No action taken
Reprisals
Power structure within staff team
Activity
Can we spend 10 minutes discussing on the tables the points on the slide.
We will have brief feedback at the end from a couple of tables

31. Resources ‘Working together to safeguard children’
‘Department for Business Innovation & Skills - Whistleblowing Guidance and Code of practice
‘SafeNetwork – Whistle blowing procedures
‘SCR’ – Often have elements of this to take learning from – e.g. Vanessa George
Ofsted – Whistle blowing line
Working Together to Safeguard Children
Department for Business Innovation & Skills – Whistleblowing Guidance and Code of Practice
Safe Network – www. safernetwork.org.uk
Serious Care reviews - see NSPCC website
Ofsted Whistle Blowing line -
Early Learning website under safeguarding contains information on all of the above

32. Information Sharing What happens currently? Non-attendance
Children in care/ child protection plan
Health Visitor
Schools/other settings
Again Serious Case Reviews have highlighted failings in information sharing and in the ‘inspecting safeguarding’ it talks about sharing records appropriately.
In caring for children we come into contact with a number of professionals.
What happens currently in your setting?
Non-attendance – The point about regular attendance comes under ‘development, welfare and behaviour’ in the inspection handbook. p 41/42
Do you question / have professional curiosity about irregular attendance or children who suddenly stop attending? Do you inform other professionals?
child in care/child protection plan – have you got all the information you need from Social Care / is it clear how you are monitoring and passing on information?
links with Health Visitor / link Health visitor / schools and other settings. How effective are these?
Do you have a policy on Information sharing?
Activity
Can we spend 10 minutes again discussing what happens currently and if you can identity any areas for development?

33. Resources ‘Working together to safeguard children’
‘Information Sharing; Advice for practitioners providing safeguarding services to children, young people, parents and carers(2015)
‘Children Workforce Matters’ - training
Information Sharing; advice for practitioners providing safeguarding services to children, young people, parents and carers
Children Workforce Matters training

34. Competency Framework
In the final overview case report in 2013 recommendations from the Keanu Williams Serious Case Review (SCR) included ones for the Nursery and Children Centres.
It highlighted:
Having a training plan linked to CPD
Supervision
Monitoring practice
DSP [Designated Safeguarding Person] training
The Competency Framework however, already provides us with a tool to enable us to continually be aware of what needs to be in place to ensure that safeguarding is effective. It makes sure staff are competent and confident in applying their safeguarding knowledge and allows us to identify gaps. This together with the Inspecting Safeguarding and Early Years Inspection handbook provides a comprehensive took kit for early years providers.
The Competency Framework is an integral part of this session, as an understanding and implementation of the framework in terms of identify training and knowledge gaps, within your organisation will enable you to be confident that safeguarding is well embedded and effective.
If you have not already done so, please go onto the Children’s Workforce Matters website to book onto a briefing session, or through the link provided via our Provider Updates.

35. Inspecting Safeguarding Competency Framework Practice/ Knowledge
Supervision
Practice/
Knowledge
Childs Voice
To finish, a slide that promotes again that the voice of the child is paramount. None of what we have discussed today is standalone practice.
Each compliments the other and is interlinked, providing ‘effective’ practice.
Following the series of activities you have done, please take your identified areas of development and include them in your settings action plan.
Training
Resources
SEF

36. Partnership Working

37. Updates Early Years Provider Updates (Email)
Latest News available at