Mythbusting Ofsted’s renewed inspection framework

The renewed framework also promised a more supportive, empathetic and collaborative approach, aiming to reduce pressure, consider the wellbeing of those involved and better understand a setting’s individual context.

With some settings raising concerns about how the renewed framework will work in practice, the Alliance has spoken to Ofsted to separate the truth from the rumours.

Q: How difficult is it for early years settings to be graded as ‘exceptional’ across the evaluation areas under the renewed framework? Is it true that practice has to be ‘transformational’ for this grade to be awarded, and what does this look like in practice?

A: The ‘exceptional’ grade is for settings where standards are not only strong, but truly transformational. This means everything under the ‘strong standard’ grade is already being met securely and consistently, and leaders (including childminders who are the leaders of their setting) are making a sustained difference for children. By definition, ‘exceptional’ grades will be rare, and inspectors will consider whether practice is so distinctive that it should be showcased to support improvements in other settings.

Q: Is it true that individual inspectors cannot award an ‘exceptional’ grade based solely on their own assessment?

A: All our report cards go through quality assurance processes, before the final grades are confirmed. This process ensures that where ‘exceptional’ is given it is proportionate, equitable and reflects the quality of education and care given to children.

Q: What does ‘exceptional’ practice in the inclusion evaluation area look like? Is it true that a setting cannot be awarded an ‘exceptional’ in this evaluation area if they do not currently have any children with SEND on roll?

A: A setting can receive an ‘exceptional’ grade even if it doesn’t have any children with SEND on roll. This is because inclusion is broader than SEND.

The evaluation area for inclusion considers how leaders and practitioners identify and support socioeconomically disadvantaged children, children with SEND, children known (or previously known) to children’s social care and children who may face other barriers to their learning and/or wellbeing. You know your children, so you are best placed to identify these challenges.

Our chief inspector Sir Martyn Oliver spoke recently at an Alliance Connect Roadshow and explained that inclusive practices in your setting could also mean spotting early SEND needs and helping to close gaps before they develop into more compounding issues.

Inclusive practice could also be about recognising that there are other ways children may be vulnerable. For example, it might be knowing how to care for a child who is going through changes in the family home, supporting a child who is new to the setting and isn’t confident around other children yet, or noticing when a child hasn’t had enough to eat. This may also include recognising vulnerability in babies who can’t yet speak up for themselves.

For the inclusion area, our early years toolkit explains that factors include setting high expectations for all children, embedding a culture where the early and accurate assessment of children’s needs is prioritised, reducing barriers to children’s learning and development, and working closely with children, parents and professionals.

Q: Are some settings (e.g. smaller settings or childminding professionals) less likely to be awarded ‘exceptional’ grades across the evaluation areas than others?

A: We have heard a misconception that some settings, such as childminders, cannot get ‘exceptional’ grades. This is not true – all settings can be graded ‘exceptional’.

When developing the renewed inspection framework for early years, we wanted the toolkit and methodology to work for all early years settings, ensuring that inspection grades are as attainable for a provision that is part of a national chain as they are for a childminder caring for and educating one child.

We would encourage you to look at the early years toolkit where we explain how inspectors consider each evaluation area for different setting types, including childminders. These considerations still apply for the ‘exceptional’ grade.

Q: What is the difference between the standalone ‘safeguarding’ evaluation area and the ‘children's welfare and wellbeing’ evaluation area?

A: As part of the safeguarding evaluation area, we consider if a setting is establishing an open and positive safeguarding culture and the extent to which leaders take an effective, whole-setting approach to safeguarding. This evaluation area will be graded ‘met’ or ‘not met’.

As part of the children’s welfare and wellbeing evaluation area, we consider how the setting promotes children’s welfare and wellbeing, ensuring children receive the care and support they need to achieve and thrive. For this evaluation area, inspectors will only consider the EYFS safeguarding and welfare requirements that do not already sit within the safeguarding evaluation area. Children’s welfare and wellbeing is graded on the five-point scale.

Q: How do Ofsted inspectors assess the quality of nutrition in early years settings under the renewed framework?

A: When evaluating children’s welfare and wellbeing, we will consider if leaders are ensuring that children receive healthy, balanced and nutritious food and drink. We also consider whether educators promote children's understanding about healthy food choices.

Q: Are settings expected to monitor the contents of lunchboxes provided by parents? If parents continue to send in unhealthy food, despite best efforts from a setting, will this have an impact on the setting’s inspection outcome?

A: Settings will not be penalised for unhealthy lunch boxes provided by parents. However, to keep them safe, settings may need to consider the contents of lunchboxes if other children have allergies. They will also need to consider whether insufficient or poor-quality food provided by parents could suggest other safeguarding concerns.

Q: What do Ofsted mean referring to a setting's 'context', and how this can be presented and articulated by the setting?

A: Understanding the local community that a setting serves is a central part of the methodology for this renewed inspection framework. Inspectors will want to understand your setting’s unique context.

We use our Ofsted: explore an area tool (explore.ofsted.gov.uk) to begin to understand what it is like for children and families within the setting’s community. The data is just a starting point for conversation on inspection. We might discuss specific aspects of the data to better understand a setting’s context. You will also be able to share what you know about the children and families who attend your setting.

This tool is available on gov.uk for everyone to use, meaning that leaders, settings and parents see the same data our inspectors see.

During the planning call, you will have the opportunity to share any important context that you would like the inspector to know about. Please don’t worry about forgetting something; it is not a memory test! You will be able to share more about your context during the inspection itself.

Q: If a manager feels their setting or its context has been misunderstood, what opportunities are there to clarify this before the report card is finalised?

A: Throughout the inspection, inspectors and leaders will use ‘reflective discussions’ to discuss the emerging evidence. You can share anything you feel is relevant for the inspector to understand what it is typically like to be a child at your setting.

If you have a concern during the inspection, including about your context being misunderstood, you should raise this with the inspector at the earliest opportunity. Our aim is always to resolve any issues before an inspection is completed. You can also discuss these with a senior Ofsted leader at any point during the inspection using the phone number that will be provided to you during the notification process.

After receiving your draft report card, you can raise factual accuracy points about your report card or submit a formal complaint. You can find out more about this in our complaint procedure.

“Throughout the inspection, inspectors and leaders will use ‘reflective discussions’ to discuss the emerging evidence.”

Q: With a focus on wellbeing an important part of the renewed framework, what guidance and training are inspectors given to ensure the inspection experience is supportive and does not place unnecessary pressure on staff?

A: Our inspectors have all had extensive training on the renewed framework and been quality assured to ensure they are confident and competent to inspect. They have also completed training about how to support wellbeing while on inspection.

So far, we have received some really positive feedback from providers about how inspections look and feel different. We have heard that settings are finding inspection a more collaborative process, with space for genuine dialogue and transparent conversation. But we will keep listening to all feedback so we can continue to improve the way we work.

Q: Without a single overall effectiveness judgement, some settings are concerned that parents may find the reports harder to interpret. What guidance does Ofsted offer to help settings communicate their inspection outcomes clearly?

A: Parents told us they want better and more detailed information about their setting’s strengths and areas for improvement. We believe the format of the report card does this.

We recently created a short video which you may wish to share with parents to help you explain the new report cards and grades. This can be found on our YouTube channel: @OfstedNews.

We also want to make sure parents have easy access to the full report card. That’s why we recently launched new QR code badges for early years settings, which links directly to their Ofsted report.