Next month will be the first anniversary of the new-style Ofsted inspections, and settings' views and experiences of this new approach remain mixed.
Some settings report that they have had a positive experience and comment on the professionalism of the inspector. Others are less happy and report that the revamped inspections have left staff feeling demoralised.
Features
The main features of the new inspections are:
* Every Child Matters outcomes are linked to the National Standards for day care, Birth to Three Matters: A Framework to Support Children in Their Earliest Years and the Curriculum Guidance for the Foundation Stage
* settings no longer receive notice of their inspection
* all settings are required to complete a self-evaluation form
* the new four-point grading system.
The main focus under the new inspection system is 'What is it like for a child within this setting?' In practice, this means that the inspector will be looking at how the experiences and activities offered within a setting enable the children to meet the outcomes.
Challenges
* The main challenge for settings is to demonstrate that they are meeting the five outcomes as set out in Every Child Matters. For example, settings that deliver a Montessori or High/Scope-based curriculum need to feel confident that their practice complements the outcomes.
* Some settings are still experiencing difficulties with linking the National Standards, Birth to Three Matters and the Curriculum Guidance to their practice.
For example, settings are struggling to demonstrate how supporting children with their behaviour is linked to the outcome 'helping children make a positive contribution to society'. Within this outcome, inspectors will be looking at how children relate positively to each other and how they begin to develop a sense of right and wrong.
* Another challenge for settings is ensuring that their documentation reflects practice. If a setting's behaviour policy states that staff 'meet the children's emotional needs' yet are observed ignoring an upset child, then for obvious reasons the inspector will comment on this.
* Another common problem for settings is staff skills and attitudes. Some practitioners are daunted by the new inspection regime and are unable to answer inspectors' questions, through lack of confidence and/or a lack of experience or skills.
One nursery owner, of a newly registered setting, recalls, 'As this was their first inspection, staff did not feel confident to move around the setting as they would do normally. They felt that they had to stay in the same room, as the inspector was observing them' - something that the inspector noted both during feedback and in the report.
This nursery is far from being alone. Purnima Tanuku, chief executive of the National Day Nurseries Associations (NDNA), says, 'Our members report that younger staff do not have the experience and skills to answer questions that the inspectors may ask, in relation to the outcomes. They also feel intimidated by inspectors.'
Be prepared
For settings to be ready for inspection at any time and meet the demands of the new regime they will need to consider:
* how they support children in line with the outcomes
* how they continuously assess children's experiences based on 'what is it like for a child in their setting'
* how they update their policies and procedures in line with changes to legislation and other key documents
* how staff become confident and are able to express how they are meeting the outcomes
* how staff show an understanding of equality and inclusion issues
* how effective their operational plan is
* how staff make good use of Birth to Three Matters and Curriculum Guidance for the Foundation Stage - if applicable
* how they comply at all times with the 14 National Standards
* how staff and parents contribute to the self-evaluation form
* how to ensure staff are qualified, experienced and knowledgeable
* how staff are made aware of the importance of inspections
* how staff become familiar with the Every Child Matters outcomes
* how the actions and recommendations from the last inspection have been addressed
* how Ofsted is notified of any significant changes within the setting (see box above).
Ongoing training
One key factor in ensuring that settings really are meeting the Every Child Matters outcomes is continuous professional development.
Settings should organise in-house training or contact their local authority early years team about training and support around the Every Child Matters outcomes and the inspection process. Ofsted has numerous publications that inform and assist settings with regulation (see More information).
Settings should also consider providing their staff with training on the inspection process, to improve practitioners' confidence and communication skills and so make the inspection day less daunting.
Ms Tanuku suggests, 'It would be helpful if the training included a role-play session, which will raise the awareness of staff who have not been involved in an inspection.'
Settings should contact Ofsted directly, if they have any issues that relate to regulation.
More information
* DfEE/QCA (2000) Curriculum Guidance for the Foundation Stage, QCA
* DfES (2005) Key Elements of Effective Practice (KEEP)
* Ofsted (2001, 2003 and 2005) Full Day Care: Guidance to the National Standards
* Ofsted (2005) Are You Ready for Your Inspection?
* Ofsted (2005) Early Years: Firm Foundations
* Ofsted (2005) The Ofsted Early Years Framework
* Ofsted (2005) Complaints about Ofsted Early Years
* Ofsted (2006) Inspecting Outcomes for Children
* Sure Start (2002) Birth to Three Matters: A Framework to Support Children in their Earliest Years, DfES
* www.dfes.gov.uk
* www.dh.gov.uk
* www.crb.gov.uk
* www.everychildmatters.gov.uk
* www.ofsted.gov.uk
* www.standards.dfes.gov.uk
Laura Henry's series of articles on meeting the five inspection outcomes appeared in Nursery World on 1 September, 29 September, 27 October, 24 November and 22/29 December 2005 and are now available as a booklet, priced 3.99. To order a copy, tel: 0870 444 8628.
* Laura can be contacted at: info@childcareconsult.co.uk
CASE STUDY: EDGBASTON GRANGE DAY NURSERY
Edgbaston Grange Day Nursery, Birmingham, enlisted the services of a consultant - and Ofsted inspector - to help the setting meet the requirements of the new inspection regime.
With the consultant, owner Susan Holmes subdivided the nursery's old operational plan into five folders, one for each of the five outcomes on which settings are now assessed.
Each folder contains all the relevant documentation for a particular outcome, including nursery policies and information relating to Birth to Three Matters and the Foundation Stage curriculum guidance.
'All policies and procedures are in place and the new operational plan is clearly linked to the Every Child Matters outcomes,' says Ms Holmes, adding, 'There's also a lot of duplication of information across the five outcomes.'
Before completing and updating the self-evaluation form in readiness for the inspection, Ms Holmes consulted staff and parents as well.
The nursery has taken various measures to ensure practice is evaluated and improved on an ongoing basis, and so leave staff well placed to answer questions on inspection day.
The setting has recently received its Investors in People status, is working towards a Quality Assurance Scheme and organises regular in-house training sessions and meetings to improve practice and keep staff up to date with policy and procedures.
'The staff are brilliant and very dedicated,' says Ms Holmes. 'We tell them that if they are doing the job right, the paperwork is in place and they know their policies, they should have no concerns about the knock on the door.'
While apprehensive on inspection day, the staff were undaunted by the inspection process. 'They were able to answer the inspector's questions because they knew the policies inside out,' says Ms Holmes.
The outcome of their inspection was 'good'. 'The next step for the setting is to receive the outstanding grade!'
