Analysis: Clean bill of health from Ofsted
The reasons behind the results for inspections in Ofsted's latest annual report are explained by Patrick Leeson, director for Education and Care.
Successful settings teach good hygiene
The good news for the childcare sector is that the quality of early years provision in the Foundation Stage continues to improve. However, we need to do more to support and improve the provision in deprived areas, as it tends to perform less well.
Nearly two-thirds of provision is good or outstanding and 95 per cent is satisfactory or better. This news, from the Ofsted Annual Report 2008/09, published on 24 November, gives us confidence that the majority of children who attend early years settings are getting a good start to their learning and development.
There is widespread recognition that the Early Years Foundation Stage helps providers to deliver good early years learning and care. For example, almost all childminders have been able to implement the new framework and most are using it well to support children's learning and development.
QUALITY ASSURANCE
So what can childcare providers do to improve the quality of their provision? Evidence from Ofsted's inspection and regulatory visits shows that quality assurance schemes are an essential tool in improving the quality of provision. Providers taking part in such schemes are much more likely to be good or outstanding.
Outstanding providers evaluate their work rigorously as the basis of planning for improvement. In the majority of cases, there is broad agreement between providers' own assessments and those of inspectors.
These providers are highly skilled, knowledgeable and enthusiastic, with a clear understanding of their responsibilities. They analyse their own work critically and continually strive for further improvement, and as a result they help all children make good progress. They develop productive partnerships, using parents', carers' and children's views, and welcome support from local authorities and other agencies.
Effective practice involves using the EYFS materials to plan for children's progress. Good and outstanding providers cover all areas of learning effectively and encourage children to make their own choices.
They promote high-quality learning and development through play, and by observing and assessing children's achievements and interests they are able to match activities to the needs of each child. As a result, children are eager to take part, are motivated to learn, enjoy what they do and make good progress.
These providers promote children's health by offering daily opportunities for exercise, appetising and healthy meals, and a clean environment. They help ensure children stay safe through effective practice in safeguarding, comprehensive risk assessments and careful supervision, on and away from the premises, without restricting suitable and adventurous activities.
SUCCESSFUL PROVISION
Where provision is most successful, skilled staff inspire, engage and challenge children to extend their learning. Adults provide stimulating environments indoors and outside, allowing children to follow their interests and explore activities fully through play and through more structured experiences.
They use regular and spontaneous observations to assess progress and devise the next steps in learning. They prioritise the development of vocabulary and communication skills and help children gain a secure grounding in literacy and numeracy.
In these settings, children learn to take responsibility for their safety. They understand the reasons for good hygiene, physical exercise and healthy eating. They generally behave very well and are involved in negotiating simple rules.
Children show respect and concern for each other, often benefiting from opportunities to mix with others of different ages. Their self-esteem is promoted, as their work is displayed and staff listen and respond to them.
MORE IMPROVEMENT
Where we need to see more improvement, providers have to do more to teach children to keep themselves safe; to uphold hygiene routines; to promote the roles of key workers; and to develop outdoor learning and play.
In some situations, the planning for children's learning and development does not sufficiently reflect individual learning needs. Children make less good progress where assessment is weak and there is ineffective monitoring of their progress and failure to identify ways to promote their next steps in learning.
Sometimes activities do not challenge or engage children, leading to poor behaviour and inconsistent routines. Limited access to resources restricts children's opportunities to make choices. Too often, weaker settings do not involve parents well in their children's development.
A key issue in Ofsted's work is to ensure that children are safe and that providers adhere consistently to safe recruitment and vetting procedures. Whenever this is found to be unsatisfactory, Ofsted reminds the provider of the seriousness of the situation, takes action and follows it up to ensure the provider arranges for all adults to be vetted promptly.
CHILDREN'S CENTRES
The next major development for us is to roll out the inspection programme for Children's Centres, which will begin in the spring of 2010. The pilots have gone well and feedback on the draft framework is positive.
Children's centres are designed to have high impact on transforming the lives of children and families. We are working hard to ensure that the new inspection arrangements reflect the quality and variety of what is happening in centres and help providers to achieve good outcomes for children.
More information
The Annual Report of Her Majesty's Chief Inspector of Eudcation, Children's Services and Skills 2008/09, www.ofsted.gov.uk/ Ofsted-home/Publications-and-research/Browse-all-by/Annual-Report/ 2008-09/The-Annual-Report-of-Her-Majesty-s-Chief-Inspector-of- Education-Children-s-Services-and-Skills-2008-09.
