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How will the Common Inspection Framework affect early years

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Ofsted has been working with the National Day Nurseries Association to give updates on the common inspection framework, and how that will affect the inspections of early years settings from September 2015.

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How will the Common Inspection Framework affect early years

  1. 1. Learn, explore, debate Future of education inspection and the Common Inspection Framework [Speaker name]
  2. 2. Overview of FOEI reforms Further education and skills 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 Early Years
  3. 3. Benefits of the new Common Inspection Framework (CIF) 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.
  4. 4.   A very large response. 4,400 through online consultation, 330 attendees at regional events, 115 parents and 180 pupils at focus groups. Responses to all questions were highly positive and proposals were supported by all groups. – Approx. 80% support the common inspection framework. Consultation response published on 2 February. ‘Better inspection for all’: Key points from the consultation
  5. 5. New Common Inspection Framework 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.
  6. 6. A single Common Inspection Framework supported by separate handbooks for each remit The CIF handbooks will be consistent wherever possible, but recognise differences between sectors. Draft handbook used in the pilot inspections. After the pilots, we will revise the handbooks using feedback from inspectors. The CIF and all remit handbooks will be published in June, alongside a series of launch events. Early Education will also have a separate ‘registration handbook’ and ‘compliance handbook’. Developing inspection handbooks
  7. 7. Change in emphasis in the Common Inspection Framework
  8. 8. Key points on the CIF: 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
  9. 9.  Key points: 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) 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
  10. 10.  Key points: understanding of how to keep themselves safe from relevant risks such as exploitation and extremism, including when using the internet and social media self-awareness and understanding of how 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
  11. 11.   Critical focus here will be on the progress of different groups from their starting points Outcomes for children
  12. 12. 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
  13. 13. CIF pilots
  14. 14. PROVIDER TYPE TOTAL PILOTS INSPECTION TEAM Full day care 9 ECRI; EC HMI; ISPs Childminders 16 ECRI; EC HMI; ISPs Sessional day care – crèche; playgroup; and out of school 13 ECRI; EC HMI; ISPs Childcare on domestic premises 1 ECRI or EC HMI or ISPs 2YO in school 2 (s.5 pilot) School HMI Registered childcare in independent schools 2 II inspector 43 pilots in total Spring ‘shadow’ pilots 2015
  15. 15.  Starting to plan ahead now  Likely to obe in April/May oinvolve more ISP inspectors oinclude notice obe ‘live’ inspections, if possible owill include re-inspection of inadequate settings Summer Pilots 2015
  16. 16. So what next…..
  17. 17. Timelines  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
  18. 18. Questions

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