1. South East #Ofstedbigconversation

2. #Ofstedbigconversation  Housekeeping  Introductions  Steering Group Sarah Mackenzie, Childbase Partnership Kate Peach, Each Peach Childcare Liz Bayram, Pacey David Wright, Paint Pots Ruth Pimentel, Toad Hall Zoe Raven, Acorn Childcare Beverley Capewell, Co-operative Childcare Hazel Moody, Advantage Day Care

3. #Ofstedbigconversation Agenda  Welcome to the Ofsted Big Conversation  Common Inspection Framework  Coffee  Hot topics -British Values -Prevent Duty -Changes within Ofsted  Q&A Session

4. Ofsted Big Conversation Background 

5. Progress areas  Regional contacts  Groups to engage with the sector  Complaints triggered (priority brought forward inspections)  Quality assurance concerns  Ofsted inspector training  Complaints process  Rejection of inspector ‘preferences’  Parity on notice periods

6. Getting ready for inspection The Common Inspection Framework Jo Caswell HMI Penny Fisher HMI 26 September 2015 Common Inspection Framework - Autumn 2015

7. 7 The purpose of today’s seminar Common Inspection Framework - Autumn 2015 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  understand how to present your best evidence.

8. The Common Inspection Framework – why is there only one framework?

9. 9 The Common Inspection Framework Common Inspection Framework - Autumn 2015  One inspection framework for maintained schools and academies, independent schools, further education colleges and registered early years settings.  The framework was published in summer 2015.  Inspections began in September 2015.  Pilot inspections took place during spring 2015 across all remits.  Consultation events were held with providers to seek their views.

10. The Common Inspection Framework – what is different?

11. 11 Common Inspection Framework - Autumn 2015  Notification of inspection  Promotion of Fundamental British Values  Extremism and Radicalisation – Prevent agenda  Early years pupil premium  Monitoring attendance  Measuring the progress of different groups of children What is different?

12. 12 Pre-schools and nurseries – half a day Sessional provision – up to a day Childminders - as now, about a week in advance No notice for inadequate provision or priority inspections Notification of inspection Common Inspection Framework - Autumn 2015

13. 13 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 Common Inspection Framework - Autumn 2015

14. 14 Fundamental British Values Common Inspection Framework - Autumn 2015 What is not acceptable:  actively promoting intolerance of other faiths, cultures and races  failure to challenge gender stereotypes and routinely segregate girls from boys  isolating children from their wider community  failure to challenge behaviours (of staff, children or parents) that are not in line with the values  Tokenism.

15. 15 Extremism, radicalisation and the Prevent duty Common Inspection Framework - Autumn 2015  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.

16. 16 Fundamental British Values and the Prevent duty Common Inspection Framework - Autumn 2015  ‘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

17. 17 Guidance on British Values and the Prevent duty Common Inspection Framework - Autumn 2015 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-guidance https://www.gov.uk/government/publications/protecting- children-from-radicalisation-the-prevent-duty

18. 18 The early years pupil premium Common Inspection Framework - Autumn 2015  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.

19. 19 Common Inspection Framework - Autumn 2015  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

20. 20 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

21. The Common Inspection Framework judgements

22. 22 The Common Inspection Framework - judgements Common Inspection Framework - Autumn 2015 Inspectors will gather evidence to make judgements on:  the effectiveness of leadership and management  the quality of teaching, learning and assessment  children’s personal development, behaviour and welfare  the outcomes for children and learners  the overall effectiveness of the setting.

23. 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

24. 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

25. 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

26. 26 Outcomes for children Common Inspection Framework - Autumn 2015 Inspectors will evaluate:  how well all children make progress from their individual starting points  whether staff accurately know what children can already do, and whether they plan for what they need to do next  the progress individual children and groups of groups of children make  how well settings ‘close gaps’ to ensure all children make good or better progress.

27. 27 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 Common Inspection Framework - Autumn 2015

28. Preparing for inspection

29. 29 Common Inspection Framework - Autumn 2015 How to get the best from your inspection

30. 30 Common Inspection Framework - Autumn 2015 The inspector will:  agree a timetable for the inspection, including joint observations  ask for the setting’s self-evaluation (if not submitted online)  ask about the different groups of children who attend the setting  make arrangements for providing final feedback  have a tour of the setting and meet the staff and children  ensure the provider/owner/nominated person is aware of the inspection and can be present if possible. Planning the inspection timetable

31. 31 Common Inspection Framework - Autumn 2015 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 staff  tracking individual children to measure their progress  looking at some records  having a meeting with leaders and managers  talking to staff, key persons, children and parents. Key inspection activities

32. 32 Common Inspection Framework - Autumn 2015  These are an excellent way of gathering evidence across all aspects of the evaluation schedule.  They help the inspector to assess the accuracy and quality of the provider’s monitoring and evaluation of staff practice (Leadership and Management).  They offer you an opportunity to contribute evidence towards judgements about the quality of teaching and learning, and children’s well-being. Joint observations

33. 33 Common Inspection Framework - Autumn 2015  Inspectors must track at least two children within your setting.  They may look at a child from a specific group of children, such as a funded two- year-old.  Inspectors will always track a child in receipt of Early Years Pupil Premium  They will use the evidence to assess how well the setting helps all children to make effective progress, including those who may need additional support. Case tracking

34. Thank you for listening. Any questions?

35. South East #Ofstedbigconversation

36. South East #Ofstedbigconversation Hot Topics  British Values  Prevent Duty  Changes and developments within Ofsted

37. #Ofstedbigconversation Q&A session

38. South East #Ofstedbigconversation