Shropshire Council

Ofsted

Ofsted inspections

The early years foundation stage (EYFS) sets the standard for the learning, development and care of children from birth to five. Ofsted (Office for standards in education) inspects a range of educational institutions including registered schools and settings providing childcare, against the requirements set out in the Early years foundation stage (EYFS) statutory framework.

"Providers on the Early Years Register will normally be inspected at least once within a 6-year window. We will prioritise the first inspection of newly registered providers on the Early Years Register. This will normally be within 30 months of their registration date."
Early years inspection handbook (2024: paragraph 20)

Education inspection framework 

Inspectors will make graded judgements on the following areas:

  • The quality of education (including how well leaders use the curriculum to enhance the experience and opportunities available to children, particularly the disadvantaged to prepare them for future success – cultural capital)
  • Behaviour and attitudes
  • Personal development
  • Leadership and management
  • Early years provision (schools only)

Early years provision (private, voluntary, independent settings)

Continued focus on safeguarding built around three core areas – identify, help, manage. Inspectors will judge whether safeguarding is effective or ineffective.

  • Puts the curriculum at the heart of the framework.
  • Puts more emphasis on the quality of education and care. Inspectors will consider children’s experiences and how their learning is being developed.
  • Reduces the focus on data, particularly internal progress data, reducing unnecessary workload for childcare providers.
  • Confirms that providers registered on the early years register and who only provide care for children at the beginning and end of the school day, or in holiday periods, do not need to meet the learning and development requirements of the EYFS.
  • Acknowledges that inspections will be carried out even if there are no children present.
  • Emphasises the importance of children’s communication and language with inspectors considering how well practitioners:
    *Read aloud and tell stories to children
    *Encourage children to sing songs, nursery rhymes and musical games
    *Increase children’s vocabulary
  • Confirms that childminders (who work alone) will no longer have a planned activity observed by the inspector. Instead, the inspector and childminder will observe individual children together and discuss their learning, development and progress.
  • Confirms there is no need for there to be a breach of a statutory requirement for provision to be judged Requires Improvement.

Early years provision in school

Early years provision in schools in the Education inspection framework is judged under the Schools inspection handbook, for section 5 and section 8 inspections. This covers all early years in schools ,including two-year olds:

“Inspectors’ judgement on the effectiveness of early years provision will include evaluation of the provision for 2- and 3-year-olds.” School inspection handbook (2024: paragraph 428)

In the handbook it states what inspectors will consider when judging the Early Years for both four- and five-year olds and two to three-year olds. It states:

"Inspectors will consider, taking into account any exemptions from the learning and development requirements of the EYFS, how well:

  • Leaders assure themselves that the aims of the EYFS are met and that it is appropriately ambitious for the children it serves. Staff ensure that the content, sequencing and progression in the 7 areas of learning are secured
  • The content of the EYFS curriculum is taught in a logical progression, systematically and in a way that is explained effectively, so that it gives children the necessary foundations for the rest of their schooling
  • Children develop, consolidate and deepen their knowledge, understanding and skills across all the areas of learning in the EYFS
  • Staff develop children’s communication and language through singing songs, nursery rhymes and playing games
  • Staff develop children’s love of reading through reading aloud and telling stories and rhymes
  • Children demonstrate their attitudes and behaviours through the key characteristics of effective learning:
    • playing and exploring
    • active learning
    • creative thinking and thinking critically

School inspection handbook (2024: paragraph 434)

And for two-and three-year olds:

"In addition, when observing provision for 2- and 3-year-olds, inspectors will consider the extent to which leaders and staff are:

  • Knowledgeable about the typical development and characteristics of learning for 2- and 3-year-olds, including their emotional and physical dependence on adults
  • Aware of the large difference in development between children who are just 2 and those approaching their fourth birthday
  • Responsive when children need comforting, and provide support appropriate to the individual needs of the child
  • Attentive to children’s care needs and use times caring for them as an opportunity to help children’s learning
  • Giving children time to be in familiar, small groups and opportunities to be in smaller, quieter areas for play
  • Patient and attentive when allowing 2- and 3-year-olds to express their ideas
  • Listening to children and responding to their verbal and non-verbal communication, rather than interrupting them"

School inspection handbook (2024: paragraph 437)

In the current inspection framework, Ofsted will perform deep dives into different curriculum areas. These will be different depending on the needs of the school. However, in every inspection there will be a deep dive to evaluate how well pupils are taught to read. Inspectors will look at early reading and phonics in reception.