Better inspection for all: Nick Hudson, National Director for Early Education at the 2015 NDNA conference

NDNA Conference
Better inspection for all
Nick Hudson,
National Director for Early Education,
Ofsted

 ‘Poverty becomes a life sentence, as
cognitive development and educational
achievement suffer. There is a direct
relationship between household
income, and school-readiness, and
vocabulary at five’ (page iv)
 ‘Only a third of the poorest children in
England go on to achieve five good
GCSEs including English and maths’
(page iv-v)
Findings from Save the Children’s
‘A Fair Start for Every Child’ report 2014

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

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.

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

Common Inspection Framework (CIF)

New Common Inspection
Framework
Four graded judgements across all remits:
– effectiveness of leadership and management
– quality of teaching, learning and assessment
– personal development, behaviour and welfare
– outcomes for children and learners.
Greater emphasis on safeguarding and curriculum.
The Common Inspection Framework ensures that a coherent set of
judgments are made across the different education, skills and
child care settings.

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

Change in emphasis in the
Common Inspection
Framework

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

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

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

Critical focus here will be on the progress of
different groups from their starting points
Outcomes for children

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

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

 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

Timelines
 CIF launched, handbooks published - June
 Training for inspectors - July
 Implementation - September 2015

Better inspection for all: Nick Hudson, National Director for Early Education at the 2015 NDNA conference

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Better inspection for all: Nick Hudson, National Director for Early Education at the 2015 NDNA conference