Self Evaluation Training

1. Self Evaluation Training Pippa Williams Cynthia David

2. Aims of the Session To understand the value of completing a SEF To review your current practice for the EYFS learning and development requirements Consider what your priorities are for improvements Know how to use the Evaluation Schedule http://www.ofsted.gov.uk/resources/evaluation-schedule-for-inspections-of-registered-early-years-provision and Early Years outcome https://www.gov.uk/government/publications/early-years-outcomes documents when completing your Sef

3. Word storm Exercise Why do we need to complete a self evaluation form?

4. Why should I? Shows exactly how much you do and the skills you have! Helps to identify strengths and areas for improvement Contributes to your Inspection Outcomes Less time talking on the day of the Inspection Informs Ofsted of your excellent practice Prompts to tell Ofsted about your service-shows the bigger picture If it’s written down you can’t forget it! Reflective accounts helps with any future training

5. How do I start? Try to start with the individual child and then link to SEF Look at other Inspection reports as a guide for wording Give yourself time Do small chunks at a time with deadline Work with your peers bounce ideas off each other Think of the last three courses you have done, what did you learn and what have you implemented as a result Do not just describe you must evaluate—how -what you do and provides IMPACTS on children’s learning and development. Collate evidence in a SELF EVALUATION file to show on the day-INCLUDE NOTES FROM CO-ORDINATORS VISITS, EVALUATIONS OF TRAINING, PARENT AND CHILD VIEWS, TRAINING COURSE CERTIFICATES, TRAINING PLANS, PREPARING FOR REG VISIT FORM, NETWORK INITIAL ASSESSMENT FORM, COMMENTS FROM CHILDREN.

6. When do I send to Ofsted? How do I review? Send to Ofsted as soon as you start the SEF Better to send with a little than none at all Review and add to your SEF as soon as something changes Review a very minimum of once a year but more often when you know you have met a priority for improvement Be realistic and set yourself some achievable goals, e.g. you might set yourself a target to produce a parent questionnaire, make sure you can show how you have used this feedback to improve your service.

7. When do I send to Ofsted? How do I review? Responses must really capture your service and practice. Inspectors will then explore how your responses compare with what they see is happening at the Inspection to support the welfare, learning and development of all children who attend.

8. New Sef? Inspectors will judge the overall quality and standards of the early years provision, taking into account three key judgements: how well the early years provision meets the needs of the range of children who attend the contribution of the early years provision to children’s well-being the leadership and management of the early years provision.

9. Part A Pg 6 Section 1 Details about your setting, position, background, home languages, breakdown of children, your ethos, vision What sought of information do you think you may include?—feedback

10. Section 2 Views of Parents and Childrenpg8 How do you or could you gather views from parents and children about your service? Give examples of how you have used these to improve or change your service. Feedback

11. Today we will try to explore how you can evaluate your provision under the first heading “how well the early years provision meets the needs of the range of children who attend”

12. How well the early years provision meetsthe needs of the range of children who attend In pairs talk about the ACTIVTIES YOU PROVIDE SUPPORT CHILDREN ACROSS 7 AREAS-enabling environment)-explain why this is helping their development ? For Example… Understanding the World- The World “C and I plant tomato seeds and she likes to water them and we talk about how the plants are growing, we read books about Jack and Beanstalk, we made salad using the tomatoes, and paint pictures of plants growing- we are planning a trip to the garden centre. As a result C is learning about growth, living things and how and why things change.”(U of W-The World) Maths “H he also loves putting his toys in containers, I give him bags, tubes, baskets, posting boxes from cardboard, he loves to fill the containers with different items like shells, conkers, stones, pasta shells- As a result H is learning about filling and emptying containers (Maths Shape, space, measure)

13. The extent to which all children are supported to acquire the skills and capacity to develop and learn effectively, and to be ready for the next stages in their learning, especially school (HOW YOU SUPPORT CHILDREN IN THEIR LEARNING-Positive Relationships)In pairs talk about how you teach children? How do you support children in their learning?...... Supporting a child’s next steps, and interests Providing activities which challenge and interest Inspirational activities Narrating ---use language for thinking –”find out, remember, know, think” Model being a thinker –show you don’t always know, are curious, can think and find out Follow children’s lead in conversations Standing back and giving children opportunities use their own ideas, time to talk, Sharing stories Questioning –open ended Listening to children Supporting Independence Extending language Help children to: identify patterns……draw conclusions …the sky has gone dark. It must be going to rain………..explain effect….it sank because it was heavy …..predict…..it might not grow in there if it is too dark…….speculate…..what if the bridge falls down Talking to children about how to keep themselves safe

14. New focus on Teaching –what does that mean? Inspectors will now focus on the quality of "teaching" The New Framework states teaching is a broad term which covers the many different ways in which adults help young children learn. It includes your interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what children are doing, facilitating and setting challenges. It takes account of the equipment provided and the attention to the physical environment as well as the structure and routines of the day that establish expectations. Integral to teaching is how childmindersassess what children know, understand and can do as well as take account of their interests and dispositions to learning (characteristics of effective learning), and use this information to plan children’s next steps in learning and monitor their progress.

15. How do you plan your learning environment so that it supports children play and exploration both in and outdoors? Area areas of learning clearly defined? Are all areas of learning covered in and outdoors? D you adjust continuous provisions to reflect individual needs?

16. The impact you have on children’s learning and development How do your assess children’s individual needs and starting points when they begin their time with you? Early Observations All About Me Tracking Parents input

17. How do you use your observations to plan the next steps Share an observation of child in your care, what did it say and what did you learn from the observation, how did you use it to plan for the next steps?

18. Tracking How do you currently use tracking to show children have made progress?

19. Work with parents to support learning How do you help parents share what they know about their children? How do you keep parents informed about their children’s achievements and progress? How do you engage parents in their children’s development and learning in the setting and at home? HOME LEARNING

20. Your Priorities for Improvement Will need include at least two areas you think you need to improvement …… Eg. Further improve working with parents to improve learning at home Further improve opportunities for children to explore their natural environment

21. Homework By next week try to complete:Please complete Section 1,2, 3 and be ready to feed back.