The document summarizes key points from a seminar presented at the Nursery World Conference 2016 about the Common Inspection Framework. The seminar aimed to help early education providers understand changes to the inspection process and prepare for inspections. Some of the main changes covered in the seminar include a new focus on fundamental British values, the Prevent duty to prevent radicalization, use of the early years pupil premium to support disadvantaged children, and evaluating the progress of different groups. The seminar also reviewed the inspection judgements providers will receive and offered tips for facilitating the inspection process.

1. Nursery World Conference 2016
The Common Inspection
Framework
Jo Caswell HMI
Penny Fisher HMI
5 February 2016
Nursery World conference 2016

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The purpose of today’s seminar
Nursery World conference 2016
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.

3. The Common Inspection
Framework

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The Common Inspection
Framework
Nursery World conference 2016
 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 Handbook
Early Years Inspection hand book
The Common Inspection Framework: education, skills and
early years
Inspecting safeguarding in early years, education and skills
settings
All of these documents are available on www.gov.uk/ofsted
Nursery World conference
2016

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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
day
Sessional provision – up to a day
Childminders - as now, about a week
in advance
Schools – half a day
No notice for inadequate provision
or priority inspections, including
schools
Notification of inspection
Nursery World conference 2016

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Extremism, radicalisation and the
Prevent duty
Nursery World conference 2016
 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
Nursery World conference 2016

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Fundamental British Values
Nursery World conference 2016
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.

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Fundamental British Values and the
Prevent duty
Nursery World conference 2016
 ‘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
Nursery World conference 2016
Guidance materials can be accessed here:
http://www.foundationyears.org.uk/2015/03/fundamental-british-v
https://www.gov.uk/government/publications/prevent-duty-guidan
https://www.gov.uk/government/publications/protecting-
children-from-radicalisation-the-prevent-duty

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The early years pupil premium
Nursery World conference 2016
 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
Nursery World

16. The Common Inspection
Framework judgements

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The Common Inspection Framework -
judgements
Nursery World conference 2016
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.

18. 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
Nursery World conference 2016
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
+
What priorities have you set
for staff training?
Review your planning and identify what it
means for the development of staff.

20. 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

21. 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
Nursery World conference 2016
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
children make
how well settings ‘close gaps’ to ensure all children make
good or better progress.

23. 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 peer
to be able to focus on, and show
interest in, their work and the world around
them
to be observant and to ask questions.
How can we help children be ready
for starting school?

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2016
 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
Nursery World conference 2016
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 poverty
boys
some ethnic groups e.g. Black children, white working class boys
children who have special educational needs
children 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
Nursery World conference 2016

28. 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 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 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 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. Thank you for listening.
Any questions?