Gill Jones HMI, Deputy Director, Early Education spoke at the Nursery World Business Summit on 11 November 2015.

1. The common inspection
framework 2015
11 November 2015
Gill Jones HMI
Deputy Director, Early Education
@GillJonesOfsted

2. The proportion of good and
outstanding providers has risen 18
percentage points in five years

3. Every type of provider now has
high levels of good or outstanding
provision
Early years framework:
All registered provision 85%
Nurseries and pre-schools 87%
Childminders 84%
Section 5 inspections:
Nursery schools 97%
Early years judgement within Section 5 inspections
Schools with early years 86%

4. Standards in childminding have
risen at the fastest rate

5. Rising standards mean …
 Less variation between areas – the gap between the highest and
lowest performing region for childminders is now only six percentage
points
 Very high levels of performance in some areas - 91% of nurseries
and pre-schools in the North East are now good or outstanding
 Fewer inadequate providers and swifter re-inspection when a
provider is found inadequate
 A quick response to concerns from parents and the public about
safety - over 4,000 investigations of which 30% resulted in action
against the provider
HMCI’s Early Years Annual Report published in July 2015

6. The Common Inspection
Framework – findings so far

7. 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 for schools and FES
Maintained
schools and
academies
Early Years

8. 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
Contribute to the overall effectiveness judgement.

9. 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

10. 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)
teaching – the EY inspection handbook has a definition of
teaching in the early years
Teaching, learning and
assessment

11. Teaching and play in the early
years – a balancing act?
 There is no one way of approaching teaching and play - Teaching
incorporates all of the ways that adults help young children to learn.
 The prioritisation of speech, language and communication was the
cornerstone of leaders’ work with disadvantaged children, especially
funded two-year-olds.
 Where we found disadvantaged two-year-olds making rapid progress,
they spent a higher proportion of their day interacting with adults than
their better-off peers.
 Disadvantaged two-year-olds learned best when they played alongside
older early years children.
 Read our good practice examples and watch the videos to
support this survey: ‘A balancing act – teaching and play, no one way’

12. Key points:
much of the personal development, behaviour and welfare remains
from the previous inspection framework
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
attendance, although not compulsory, is a good indicator of children’s
engagement and providers would be expected to keep a close eye on
children who are poor attenders, particularly if they are in receipt of
funded places
Personal development,
behaviour and welfare

13.
Critical focus here is on the
progress of different groups
from their starting points
A particular focus on the
impact of the EYPP
How well children are
prepared for school or
transition to other settings
continues to be important
Outcomes for children

14.  Positive so far
 Inspection return data is not showing a significant
change in grade profiles since introduction of CIF
 School EY judgements and EY regulatory framework
grade profiles align well
 Local authorities report that some of the language is
encouraging providers to ‘step up’
 British values and EYPP remain areas where
providers are concerned about getting it right
Feedback from providers