The Inspection Journey: Part 4 - Unpicking the SEF

Once you have gathered all your evidence from stakeholders, it is time to begin to evaluate and complete the Self-Evaluation Form (SEF).

The mistake we often make is to describe our evidence rather than evaluate. The aim of the SEF is to note how the setting has impacted on children's learning and development. For example, if you have purchased a new climbing frame as part of your capital funding and you state, 'We have a £1,000 all-singing-and-dancing outdoor climbing frame', this is a simple description. This could be classed under 'so what'! We need to evaluate how the climbing frame has impacted on children's learning and development - for example, using statements such as, 'This equipment enhances children's physical skills and gives children the opportunity to be in the outdoor area, and children are able to negotiate taking turns, which helps them with their social skills'.

Go through each section of the SEF and add all of your evidence into the different sections. You may have already noted down some pointers under each of the headings. Do not be afraid to cross reference; this will help you not to be repetitive and reduce the amount of pages of your SEF.

Helping children to stay safe

Pointers may include, 'how do you know this?'

Childcare Consultancy has produced a detailed version of the grid shown that supports settings in evaluating effectively.

Evaluation

Here are specific areas which will need to be evaluated, and demonstrated with examples.

Setting boundaries

Children are made aware of the boundaries of the setting and adhere to the health and safety procedures. As a result, children are allowed to take risks in a supported environment to allow them to learn about their boundaries. For example, we use stories to support their thinking and try not to over-protect them (EYFS Principles Into Practice 1.3). We support children to develop an understanding of dangers and how to stay safe (ref SEF operational plan - health and safety policy).

Rules and behaviour

Children are fully involved in the creating and making of the rules and restrictions of the setting. Staff support children by offering explanations as to why rules exist and how this keeps them safe. Children make storyboards showing the rules in practice, for example, running in the room and what the dangers could be. It ensures children have high expectations and a clear understanding of the cause and effects of their behaviour on others. As a result of this, children's behaviour is very good (EYFS PIP 1.3).

We share the behaviour policy with parents and have constant dialogue to ensure consistency between the home and the setting. Parents have a clear knowledge of the procedures for behaviour within the setting. Parents were consulted about the content of this policy and supported its development (EYFS Statutory Guidance p28; ref SEF operational plan behaviour policy and procedure and parent and carer policy). There are times when staff are inconsistent in their approach when supporting children with their behaviour, which could result in children not trusting staff and displaying negative behaviour. The EYFS states 'demonstrate clear and consistent boundaries and reasonable yet challenging expectations'.

Safeguarding

All children are safe and protected from harm because staff are fully aware of the signs and symptoms of abuse, agencies to contact for support and advice, and the procedures to follow if they have concerns about individual children.

All staff access regular safeguarding training and attend a refresher course every two years and there is a named co-ordinator. This ensures that staff are aware of what would happen to them in the event of an allegation being made.

Parents are informed at the point their child is admitted of the steps we will take should we be worried a child is at risk of harm.

A password system is in operation to ensure all children are safely collected by relevant adults (EYFS Statutory Guidance p23-24). Our complaints policy and contact details for Ofsted are posted in reception for all parents to access (EYFS Statutory Guidance p23). Correct staff ratios are maintained at all times (EYFS Statutory Guidance p32; ref safeguarding policy and procedure and SEF section for safeguarding).

Priorities for improvement

- Organise an inset training session to develop positive awareness of supporting children consistently with their behaviour

We are constantly hearing comments that the SEF 'is too repetitive, there is not enough time to complete it, why should we do this for Ofsted,' and so on. The SEF is only one part of being reflective. It helps practitioners to improve the outcomes for children. Improving outcomes for children is one of the main principles of the EYFS. 'All providers should continuously think about how to improve what they are offering to children and families'. Therefore, being reflective will help practitioners to help every child reach their full potential.

In America the legislation that is similar to the Every Child Matters Outcomes is called 'No Child Left Behind'. This, to us, is a very clear statement that assists practitioners in thinking clearly about how we can make sure that indeed, no child is left behind in our setting. Being reflective also gives us the opportunity to 'disturb practice that needs disturbing and praise practice that needs praising'.

To sum up reflection, Kenneth Wolf has said:'Reflection is what allows us to learn from our experiences: it is an assessment of where we have been and where we want to go next.'

In practice

Nathan Archer, development manager, The Children's House, Lincolnshire

Following a 'mock inspection' and an awayday to discuss our values, we tackled the Self-Evaluation Form armed with better knowledge of areas for development. The section of the SEF on leadership and management of the setting provided an opportunity for reflection on our effectiveness.

In reflecting on our leadership and management, we were confident that this was an area of strength in the nursery. That said, we felt that we could continue to grow a team that was more evaluative of the service. We wanted to move away from key members of the team operating a compliance/monitoring role based on observation and description of the service. Instead, we wanted to encourage team leaders to be more analytical and make judgements about the service in a manner conducive to continuous improvement.

As a result, we developed new processes and documents that posed questions to encourage this reflection from members of staff. These documents, in turn, reflect the commitments of the EYFS and link closely with the SEF section on 'capacity for continuous improvement'.

We have also prioritised leadership and management training. We now have 16 members of staff about to start on the Institute of Leadership and Management Level 3 in First Line Management, partially funded through Train to Gain.

This is a key area for us to keep under review as we do our best to ensure the setting is expertly led and grow the leaders of the future.

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

- Every Parent Matters

Teacher Net - www.teachernet.gov.uk/publications

- Early Years Foundation Stage

For more information on No Child Left Behind, visit www.ed.gov/policy/elsec/leg/esea02/index.html

Laura Henry, managing director, and Beth Harris, senior consultant/trainer, Childcare Consultancy. For information contact info@childcareconsult.co.uk or 020 8689 7733