What do ofsted look for in a preschool?

(22 Posts)
BrutusMcDogface Mon 13-Jan-20 18:20:34

Does it matter if it’s really chaotic/disorganised?

I’m thinking yes....because of the impact on the kids.

Any other things?

Sorry if this is a little vague but I don’t want to out myself!

Thank you 😊

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MrsBricks Mon 13-Jan-20 18:26:26

They look at the setting's intent (curriculum) - that it is planned, sequenced, ambitious.
Implementation - how the environment is organised, how staff interact with children, how they use assessment.
Impact - how well children achieve, how ready they are to move on to school.

BrutusMcDogface Mon 13-Jan-20 18:32:17

Thank you so much, MrsBricks.

As far as I can see, there is no planning!!

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MrsBricks Mon 13-Jan-20 18:47:41

Planning doesn't need to be done in advance or on paper, it can happen spontaneously in response to the children eg a child tells an adult about seeing a caterpillar so the adult shows the child a book about the butterfly lifecycle.

BrutusMcDogface Mon 13-Jan-20 18:50:34

Bit don't you have to have a record/evidence?

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MrsBricks Mon 13-Jan-20 18:53:05

You need to track children's development, and you need to produce a written summary between 24-36 months.

GeorgieTheGorgeousGoat Mon 13-Jan-20 18:55:48

No, during an Ofsted inspection they will ask about your planning, how you plan, what influences your planning, how flexible your planning is.

To be a great practitioner you have to follow the children’s interests, mood, energy, next steps etc. much of which will happen in the moment. Written planning is pretty pointless if you go off plan it becomes instantly useless. If you stick to the plan rigidly then you aren’t child focused.

So no, planning doesn’t have to be written.

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BrutusMcDogface Mon 13-Jan-20 19:06:58

Ok, great. Thanks. What about children’s next steps? Shouldn’t those be accessible to people who have come in to work in the setting?

Is it important to have enhanced and continuous provision? All I’ve seen so far is the same old toys. No sand or water.

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june2007 Mon 13-Jan-20 19:10:17

They like you to know about cultural capital and british values. They look at how the staff engage with children. (As well as everything above.) Are you a professional? Or a parent?)

june2007 Mon 13-Jan-20 19:12:58

It,s not so much about the specific activities more are they accessible, are they of childrens interests, are the children engaged, are they child led. Yoes there should be a large variety and this will have a baring on the outcome.

BrutusMcDogface Mon 13-Jan-20 19:18:41

I’m a primary school teacher who has just started work in a preschool. I don’t expect it be run exactly like a school (of course not!) but the preschools I’ve sent my own children to, just seem to be better organised...

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BrutusMcDogface Mon 13-Jan-20 19:21:07

Variety is definitely lacking.

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Atalune Mon 13-Jan-20 19:22:50

Read the education inspection framework. It’s been revised and it’s new.

The 3 I’s are important-
Intent
Implementation
Impact

Cultural capital is also new and something the setting should understand for each child.

The setting itself should also have a rich and diverse store of books and story telling.

All staff should understand the needs of all children. Particular children of interest will be vulnerable learners with SEN, or EY pupil premium. Inspectors will be looking at parents getting their full entitlements and how inclusion is managed and provided.

All practitioners Are responsible for the quality of education.
All practitioners are responsible for safeguarding.

Can you be more specific??

Atalune Mon 13-Jan-20 19:23:51

Are the toys/resources clearly in view of the children and accessible?

What means of observation is there? Tapestry?

MrsBricks Mon 13-Jan-20 20:24:44

Next steps - depends how the setting tackles them. You'd expect key persons to know where their children are developmentally and what they might do next.

However the setting may tackle 'next steps' in the moment - any skilled adult can do that. So if a child is struggling to use scissors, their 'next step' might be to hold the scissors correctly. The adult can model that and give the child the opportunity to practise snipping paper. Observation-assessment-planning and then teaching/achieving the next step is all done immediately without any paperwork necessary.

MrsBricks Mon 13-Jan-20 20:26:06

Of course it might be a crap, disorganised pre-school! Would you be able to discuss your concerns with the manager? Have them explain the setting's ethos/teaching style to you more clearly?

insancerre Tue 14-Jan-20 08:25:31

Have you been tasked with preparing for an inspection or with improving their provision?
If not, then I would be very wary of telling them they are doing it wrong till you have a better understanding of the EYFS

BrutusMcDogface Tue 14-Jan-20 19:16:59

I think i have a reasonable understanding of the eyfs- as it’s covered in schools. I have been told that they’re expecting ofsted and asked for ideas.

Thank you for the more helpful responses above. I’m starting to think there are a few safeguarding issues too.

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BrutusMcDogface Tue 14-Jan-20 19:17:51

MrsBricks- I plan to chat to manager this week when I get a moment!

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timeforteea Tue 14-Jan-20 20:15:40

What kind of safeguarding issues?

Atalune Tue 14-Jan-20 20:28:03

Brutus no to disparage your knowledge but often the expectations of the YR classroom and school readiness combined with the ELGs are quite a different focus from what a nursery will be doing.

I have found that the reception classroom is very focused on the ELGs and not on so much on the age and stage of the individual child with respect to GLDs across EYFS using development matters.

Ofsted are also looking at Characteristics of Effective LeArning in much more depth across the piece and are far less interested in data or paper pasted evidence. They want practitioners to walk the walk and talk the talk.

I am ha

BrutusMcDogface Wed 15-Jan-20 19:36:57

Thanks again 😊

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