Provider Briefing Welcome

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Presentation transcript:

Provider Briefing Welcome Autumn 2015

Housekeeping

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

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

The Common Inspection Framework

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: 150068)

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

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

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

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

Effectiveness of leadership & management - SEF New SEF form, in line with new CIF is now available: https://www.gov.uk/government/publications/early-years-online-self-evaluation-form-sef-and-guidance-for-providers-delivering-the-early-years-foundation-stage

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

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

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

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 2015. 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!

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?

British Values

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.’

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

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

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?

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

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

Inspecting Safeguarding in Early Years

Inspecting safeguarding in early years, education and skills settings June 2015 Ref. 150067 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.

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 www.nspcc.org.uk - Social media – Thinkuknow resources www.thinkuknow.co.uk - 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

‘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.

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]

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

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

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 https://www.gov.uk/government/publications/working-together-to-safeguard-children--2 Department for Business Innovation & Skills – Whistleblowing Guidance and Code of Practice https://www.gov.uk/government/publications/whistleblowing-guidance-and-code-of-practice-for-employers Safe Network – www. safernetwork.org.uk Serious Care reviews - see NSPCC website Ofsted Whistle Blowing line - https://www.gov.uk/government/publications/whistleblowing-about-safeguarding-in-local-authority-childrens-services Early Learning website under safeguarding contains information on all of the above

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?

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 https://www.gov.uk/government/publications/safeguarding-practitioners-information-sharing-advice Children Workforce Matters training http://www.childrensworkforcematters.org.uk/

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.

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

Partnership Working

Updates Early Years Provider Updates (Email) Latest News available at www.leics.gov.uk/childcare_news