As a starting point, what is the self-evaluation form (SEF)? Do we see it as just a paper exercise? The 'self' in SEF means we need to take a personal look at ourselves in order to evaluate our practice. This is one of the hardest things we, as individuals, will find to do. However, if we truly do not reflect on ourselves and our practice, how can we begin to understand the individual needs of children?
There has been a lot of debate about the SEF being compulsory. Do you have to complete it, and will the inspectors make reference to the SEF during the inspection?
Technically speaking, completing the Ofsted SEF is not compulsory. However, we would strongly recommend that you complete the SEF. After all, why would you not want to evaluate your good practice and identify areas of improvement? Much better that you, as professionals, who not only know your children, but know your setting's strengths and areas for improvement, identify small steps for improvement - rather than Ofsted identifying them for you.
According to Ofsted's guidance, 'Conducting Early Years Inspections', inspectors will make reference to the SEF during the inspection process. We would also advise you to use the Ofsted SEF, rather than devising your own - why would you want to reinvent the wheel, if Ofsted have already devised a SEF for providers to use?
Plan ahead
Before we begin to complete the SEF, we need to think about the process. First things first: do all staff have an understanding of SEF, and do we understand how completing the SEF helps to continuously improve practice and benefits children's learning and development?
Second, how do we plan to complete the SEF? If we do not have a plan, then how are we going to complete the SEF?
Third, when are we going to do the SEF, have we set out time to do this?
Fourth, how do we review and how do we measure the improvements made, as noted within the SEF?
In short:
- We understand
- We plan
- We do
- We review
We can then begin to look at practice as a rotating circle. And when we feel we have reflected on these we should then consider: how do we know?
Respecting the view of the child
The SEF clearly looks at evaluating children's progress and development within each of the Every Child Matters outcomes. By doing this, a clear picture can be formed of how well individual children are achieving and what effect the environment is having on their welfare, learning and development. We must remember that the aim of the EYFS is that every child achieves the five Every Child Matters outcomes, and that every outcome achieved is embedded within each of the EYFS themes.
It is important that we ask ourselves, 'Who should be involved?' And it is imperative that we start with the child, and consider ways that children's views and opinions are respected and used as a tool to improve practice. Listening to children and hearing their views on matters such as daily routines, activities, experiences and their environment will have a huge impact on the continuous improvement of the setting. Listening to children also helps practitioners to keep the child at the centre of any improvements and helps to embed a culture of open and reflective communication.
However, unless we consult with everyone who plays a role within our early years setting, how can we form a clear picture of the setting as a whole? For example, children, parents, colleagues, committee members and local early years teams should all be able to contribute. You may do this by having meetings and devising questionnaires that give individuals the opportunity to comment on what works well about your service and what needs to be improved.
And then there are the staff. The self-evaluation process allows all staff to not only reflect on their own practice, but to see and express how well the whole setting is evolving and revolving. How can this be achieved?
- Observing each other's practice in relation to the learning environment and individual children's achievements;
- Full-circle evaluation, starting and ending with the child;
- Developing a SEF board, divided under the headings in the form, which is easily accessible and allows all staff to contribute their ideas;
- Holding regular meetings to discuss the setting's continuous improvement, good practice and children's achievements and experiences.
The aim of the SEF is to identify good practice and highlight the small steps for continued improvement. The information should be written to highlight the impact the setting is having on children. Evidence should be evaluative and not descriptive - remember that if you cannot write what you have to say in around 30 pages, you are probably describing what you are saying, rather than analysing the impact you are having on children's progress.
The evidence you write should:
- clearly show what you are doing to build on successes and remedy areas of improvements;
- provide proof of what you know;
- convey a clear picture of how well the setting is doing.
In practice
Nathan Archer, development manager at the Children's House nursery in Lincolnshire, says, 'We used the SEF prior to our Ofsted inspection in October last year. In spite of a full nursery inspection in April, our school inspection was due, and as a result the whole of the EYFS provision was inspected again.
'While the team had undertaken EYFS briefings and some associated training, it is fair to say that we were still in the process of reviewing our systems in light of the EYFS when the inspector called.
'Perhaps one of our main strengths had been building monitoring and evaluation into daily nursery life. As a starting point, it was helpful to distinguish monitoring (gathering information about practice) from evaluation (placing a value; making a judgement about practice).
'We developed Quality Improvement forms some time ago, which our nursery manager completes monthly and brings the findings to her supervision. They are shared and discussed widely and fed into whole team meetings so that we are all working to the same goals. In light of the EYFS and more comprehensive SEF, we are now developing this process based on the audits in the Early Years Quality Improvement Support Programme.
'We accepted that monitoring and evaluation, when conducted critically but positively, is hugely beneficiall We now need to build the review of the SEF into a more formal improvement cycle, at least annually, so that we maintain the momentum.
'As a company, working with experienced dedicated childcare practitioners, we have seen a major step towards improvement. We feel that by being encouraged to take a whole-child view of their practice, settings can then begin to dig deep into their evaluation process.'
Documents to complement the inspection journey:
National Children's Bureau:
www.nationalchildrensbureau.org.uk/qualityimprovement
- Quality Improvement Principles;
- The National Quality Improvement Network Companion Guide.
National Strategies: www.nationalstrategies.standards.dcsf.gov.uk
- Early years quality improvement support programme (EYQISP).
Ofsted: www.ofsted.gov.uk
- Early Years: Leading to excellence;
- Using the early years evaluation schedule;
- Conducting early years inspections;
- Are you ready for your inspection?
- Early Years self-evaluation form;
- Early Years self-evaluation form guidance.
Teacher net: www.teachernet.gov.uk/publications
- - Early Years Foundation Stage.
Laura Henry is managing director and Beth Harris senior consultant/trainer at the Childcare Consultancy. Contact them at info@childcareconsult.co.uk or 020 8689 7733
