Since September 2010, the day-to-day inspection and registration of these settings has been outsourced to two companies. Tribal Group was appointed to cover the contract area for the south of England and Prospects Services was appointed to cover work in the north of England and the Midlands. It was thought that, over time, the outsourcing of day-to-day management of inspection would create opportunities for strong early years practitioners to train to inspect, and to work closely with experienced inspectors and share good practice.
The role of an early years inspector is varied and rewarding. Each day is demanding and busy as inspectors undertake a range of regulatory and inspection events on behalf of Ofsted. Their work includes registration and inspection of early years services and, in some instances, investigation of complaints. As highly experienced inspectors, they focus on ensuring that all settings provide the best possible outcomes for young children in a secure and safe environment.
QUALIFICATIONS AND TRAINING
Applicants selected for inspector training are generally expected to hold a full early years honours degree. Many also have Early Years Professional Status or a qualification such as the National Professional Qualification of Integrated Centre Leadership. They have up-to-date professional knowledge, a wide range of early years experience and excellent standards of spoken and written communication. All must have an enhanced Criminal Records Bureau check and successfully complete Information Assurance and Safeguarding training.
Both Tribal Group and Prospects Services provide in-depth, assessed inspector training programmes that include distance learning, tutored training and the requirement to shadow an experienced early years inspector to consolidate the training and share good practice. Successful candidates progress to complete a 'sign-off' inspection that is quality assured by Ofsted. To achieve 'badging' as an early years inspector, trainee inspectors must show that they are able to apply essential skills and competencies that meet Ofsted standards.
Individual and universal programmes support inspectors' continuing professional development. Employed inspectors are expected to help shape their personal development plan. In some cases this may involve joining the Graduate Training Programme to complete a degree while employed as an inspector.
All CPD is designed to help inspectors to undertake high-quality inspections that focus on the interests of children and their families and promote improvement.
Earlier this year it was suggested by the Education Select Committee that Ofsted should be split into two inspectorates covering care and learning, although this proposal was subsequently rejected. Ofsted is, however, in the process of reviewing its inspection frameworks for local authority children's services and early years and childcare settings. The findings of the Tickell review into the EYFS are feeding into this process and will inform the ongoing training of inspectors.
FURTHER INFORMATION.
- Ofsted, www.ofsted.gov.uk
- Prospects Services, www.prospects.co.uk
- Tribal Group, www.tribalgroup.com
CASE STUDY: MANDY GANNON
I am one of more than 200 inspectors who were transferred from Ofsted to Tribal Group in 2010. Each day is different for an early years inspector and I never know what I will find. I may start the day by organising my events for the coming month into my calendar, including time to prepare for each inspection. I take time to read the provider's previous inspection report and note the areas identified for further improvement. Next, I review the provider's online self-evaluation, if available. I check the people associated with the registration and confirm whether the setting has had any complaints or ongoing compliance, investigation and enforcement involvement. 
Preparation completed, it is time for the inspection. On arrival at the setting, I show my Ofsted passport to confirm my identity. I explain the process of the inspection and agree a suitable time to feed back the inspection outcomes. I ask the provider to show me around the premises and to introduce me to the staff and children. I also take the opportunity to ask that documents that providers must have in place are available for review.
Next comes the part of the inspection that I enjoy the most - being with the children. I ask myself, 'What is it like for a child here?' I observe and talk to the children, noting if they are involved, interested and actively making choices and decisions. I talk to the staff and, if possible, parents, to obtain their view of the provision and how well it helps their children to progress in their learning and development. I record all of the evidence gathered on my laptop. If the setting is not meeting requirements or regulations, I may need to contact our duty team. Once I have gathered sufficient evidence, I make judgements, give feedback on my findings, thank the provider and leave the setting.
Home again, I write my report to send to our central team, check my messages and e-mails and close down my computer, wondering what tomorrow will bring. Whatever that may be, one thing is certain - I am passionate about my job. I truly believe that the work I do makes a difference to improve children's welfare and learning.
