Magazine December 2019

An insight into a new
An insight into a new EIF Ofsted
EIF Ofsted
inspection
inspection
The new Education Inspection Framework (EIF) from
Ofsted is just about to enter its 4th month and many
settings have already had their first inspection under the
new changes. Parenta assessor and setting owner, Fiona
Spencer, runs one of those nurseries that has received a
visit from an Ofsted inspector; she gives us a bird’s eye
view and summary of her experience.
Inspection day – a summary
of a few highlights
• Questions were asked regarding
the numbers on roll, in particular
numbers of 2-, 3, and 4-year-olds.
• Policies were available on request;
and the inspector took a brief flick
through them, taking in the titles
only.
• Safeguarding – there were 3 case
studies to respond to and all
information was to hand.
• Checks and discussions around
DBS and core training were had
- certificates were viewed and
the DBS number noted for each
member of staff.
• We had a good discussion about
training, above and beyond the
core early years training.
• We discussed our staff CDP
training and the inspector was
very interested in the fact we
promote self-study, learning
and development within our
setting. The inspector looked at
our supervisory roles and how
training should be researched and
delivered by staff-to-staff as an
extension to training courses.
• Because Ofsted scrapped its
self-evaluation form (SEF) in
2018 we didn’t have to prepare
any specific paperwork for the
inspection. Instead, the inspector
asked questions on what we have
done to improve since the last
inspection and how we plan to
move forward in the future.
The Learning Walk
During the learning walk, Ofsted
inspectors will probably want to see a
well-considered, flexible daily routine
that meets the needs of the children on
the day.
• We started in the foyer and we
demonstrated to the inspector
what and why everything was
there. For example, the relevance
of our posters, Mr Bump forms,
achievement box etc. We were
questioned in some detail about
Mr Bump forms (accident reporting)
and also about our security and
opening procedures.
• We then went into the cloakroom
and were questioned about the
height of hooks for coats, and
observed children washing hands.
The self-registration board with
names on was discussed too.
• The inspector looked at the room
overall, asking how we covered
all areas of learning - which is
what was to be expected during a
learning walk and observation.
Top Tip!
Prior to Inspection
Did you know you that you can
find previous inspections online
that your Ofsted inspector has
carried out? This is a great tool
when looking for clues as
to what that particular
inspector focuses on.
© Chris Dorney 123RF.COM
• We discussed how we used the
jigsaws in our setting and we
explained about the relevance of
developing fine motor skills, cooperative
play and using different
jigsaws for different development
stages and talked about how we
use examples of tadpole to frog
for growth, decay and changes
over time.
• The children have a choice with
some of the toys so we showed
the inspector our Mega blocks
- used for building, counting,
and to encourage thinking and
planning i.e. building bridges for
cars.
• We showed the inspector our toy
cars and garages – used for next
steps for positional language for
a child who loves cars, and to
encourage co-operative play, and
counting.
Test your
knowledge!
Test your knowledge of the
new Education Inspection
Framework in our quiz here
– just for fun!
• Free role-play – we demonstrated
how Build-a-Blox encourages
imagination, building skills,
planning, working together and
language - and we had a member
of staff there to support (the child
had even drawn a plan of what he
wanted to build on a chalk board!)
• We showed our Tuff Spot on
floor with flour, sticks and pine
cones – all natural equipment -
to encourage mark-making for
those who didn’t like pencils and
paper, showing how we encourage
the development of gross and
fine motor skills. We also had a
discussion about literacy outside –
water on wall, sticks in mud, chalk
on the floor.
• We have some paper on the
floor near our ‘car mat’ which
was questioned, and again we
were able to explain its use - to
encourage mark-making by
continuing the roads on the mat on
to the paper – the children love it!
• We gave the children the chance to
do a baking activity that they don’t
necessarily do at home (tapping
into cultural capital). This particular
activity was looked at in detail with
questions to the relevant member
of staff.
• Our additional ‘free role-play’
resources were questioned – and
we were able to demonstrate
that this gave the children
independence, and to extend their
play.
• We also showed the inspector our
maths table with bears – this helps
the children with colour matching,
counting, sizing and weighing.
• In our outside area, we were
again able to demonstrate that we
understand what cultural capital
is in the new EIF. Not all children
get to experience outdoors, so
we showed our monitored freeflow,
talked about playing in the
immediate area during session, the
larger area with the whole group,
and in particular, our walks around
the nearby fields, in woods, taking
a picnic and to the local park.
Joint observation at snack
time
During the joint observation, we were
asked about our daily routine and
talked about healthy snacks and selfhelp
skills. We were questioned if our
juice is sugar-free and had discussions
about a child left waiting for quite some
time at the table as they didn’t know
what to do next. Suggestions were
given to help with this confusion, we
were asked what the children do with
their dirty bowls and cups, and were
able to demonstrate they take them to
another table when they had finished.
A useful suggestion was made to put a
washing bowl in that areas so that the
children could put their pots there (as
some may do at home) and that we put
a small food compost bin by the side
to put leftover food in with recycling
written on side – again, tapping into
cultural capital.
Discussions about key
worker/child relationships
We talked about age, start date,
parents, family and culture. We
needed to show that we had in depth
knowledge of the child but the inspector
was happy with what knowledge we
showed, especially when we referred
to notes on next steps. Language skills
were discussed - what she liked to
play with, how she learnt through the
characteristics of effective learning. We
talked about the partnership we have
with parents and how we work together
for the improvement of the child - in
this case showing care and concern for
others.
All in all, a very positive and
encouraging experience of the
new Ofsted Education Inspection
Framework!
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