Foundation Years Meeting

1. Foundation Years Meeting Monday 1st April 2019 Mary Woollett Centre

2. Foundation Years Meeting Agenda • Ofsted Updates • National Updates • Guest Speakers – Active Fusion • Training • Local Updates • Health Updates • Guest Speaker – Public Health • Safeguarding Updates: Tracey Fry and Jayne Bloodworth • Early Inclusion Updates • Childminder Updates: Diane Dalton

3. Ofsted News Updates Steph Douglas Head of Early Years

4. Education inspection framework 2019: inspecting the substance of education Consultation on the Education inspection framework 2019 Slide 1

5. The new framework will be one of the main ways in which we implement Ofsted’s strategy We have removed any measures that do not genuinely assess quality of education and training. We will prioritise weaker provision and observe more outstanding practice. The new framework is based on a solid evidencebaserelatingto educationaleffectivenessandvalid inspectionpractice. We continue to be clear about our expectations and fight misconceptions. Consultation on the Education inspection framework 2019 Slide 4

6. Every child deserves the best possible start in life Consultation on the Education inspection framework 2019 Slide 5

7. The case for change Accountability is important, but the system as currently constructed can divert providers from children’s experience in early education. An industry has arisen around data, and what young children experience and learn is too often coming second to the delivery of assessment data. This data focus also leads to unnecessary workload for early years professionals, diverting them from the reason they chose to enter the profession. It is therefore time for Ofsted to stop making separate judgements about children’s outcomes. Any conversation about children’s outcomes should be part of a larger conversation about the quality of education they receive.     Consultation on the Education inspection framework 2019 Slide 6

8. ConsultationontheEducationinspectionframework2019 7

9. The proposed framework: puts the curriculum at the heart of the new framework itputsmoreemphasisonthequalityofeducationand careasawhole.Itwillensurethatweconsiderchildren’s experiencesandhowtheirlearningisbeingdeveloped reduces data. We childcare the focus on data, particularly internal progress hope this will help providers. reduce unnecessary workload for Consultation on the Education inspection framework 2019 Slide 8

10. The proposed judgement areas Consultation on the Education inspection framework 2019 Slide 9

11. EIF 2019 – proposed inspection judgements Overall effectiveness Behaviour and attitudes Quality of education Personaldevelopment Leadership and management Consultation on the Education inspection framework 2019 Slide 10

12. What is staying the same We will continue to make an overall effectiveness judgement We will keep the four-point grading scale (outstanding; good; RI; inadequate) We will Continue to inspect the overall quality and standards of early years provision in line with the principles and the early requirements of the ‘Statutory framework for years foundation stage’ (EYFS). Inspectors will continue to make an EY judgement inspecting the EYFS in schools (Section 5 inspection when handbook). Consultation on the Education inspection framework 2019 Slide 11

13. Judgement areas: evolution, not revolution Overall effectiveness Overall effectiveness Quality of education Behaviour and attitudes Personal development Leadership and management Teaching, learning and assessment Outcomes Personal development, behaviour and welfare Leadership and management Consultation on the Education inspection framework 2019 Slide 12

14. ‘Personal attitudes’ development’ and ‘behaviour and Behaviour and attitudes Personal development, behaviour and welfare Personal development Consultation on the Education inspection framework 2019 Slide 13

15. Leadership & management Consultation on the Education inspection framework 2019 Slide 15

16. Judgements: Leadership and management Vision, ethos and ethics Staff development Staff workload and well-being Off-rolling Governance/oversight Safeguarding Leadership and management Consultation on the Education inspection framework 2019 Slide 16

17. Leadership and management: integrity We want to make sure that the curriculum for children with particular needs, such as those with high levels of SEN and/or disabilities, is ambitious and meets their needs from birth to five. We want to find out how leaders make sure these children (off- have full rolling). access to their entitlement for early education Consultation on the Education inspection framework 2019 Slide 17

18. A continued sharp focus on safeguarding Our inspection of safeguarding will continue to be built around three core areas.   Identify: how do leaders and other staff identify learners who may need early help or who are at risk of abuse? Help: what timely action do staff take to ensure that learners get the right support when they need it, including preventative work, and how well do they work with other agencies? Manage:howdoresponsiblebodiesandstaffmanagetheirstatutoryresponsibilitiesand,inparticular,howdotheymanagesafe recruitmentandrespondtoallegationsaboutstaff/otheradults?  Inspectors will continue to judge whether safeguarding is effective or ineffective. Consultation on the Education inspection framework 2019 Slide 18

19. The quality of education Consultation on the Education inspection framework 2019 Slide 19

20. A new ‘quality of education’ judgement Intent Curriculum design, coverage and appropriateness (EYFS) Implementation Curriculum delivery Teaching (pedagogy) Assessment (formative and summative) Impact Attainment and progress Knowledge and skills Readiness for next stage of education Quality of education Consultation on the Education inspection framework 2019 Slide 20

21. The importance of the curriculum “The curriculum (or, to use EYFS terminology, the educationalprogrammes)thatchildrenexperienceintheir early years is vital…We know that young children are especially receptive between birth and age 5, when their brains develop at the fastest speed and they rapidly than at any other age. Thismeansthatthechoiceswemakefor very young children …are all hugely important.” learn more Consultation on the Education inspection framework 2019 Slide 21

22. The curriculum is at the heart of the proposed new framework – a working definition The EYFS (educational programmes) provides the curriculum framework that leaders build to decide what they intend children to learn and develop (intent). Leaders and practitioners decide how to implement the curriculum so children make progress in the seven areas of learning (implementation). on Quality of education They evaluate the impact of checking what children know the and curriculum can do. by Consultation on the Education inspection framework 2019 Slide 22

23. Progress Skill (capacity to perform) Knowledge Consultation on the Education inspection framework 2019 25

24. Common questions Doesthismeanyou wanttoseea written planforour curriculum? Should I get advice from a consultantor buy in specific products? Is there an ‘Ofsted curriculum’? No. Inspectors will want to discuss how leaders and staff decide what children need to learn and why resources are chosen. No! There is nothing mysterious here. The quality of education is about providers thinking about the curriculum (EYFS) carefully for themselves. No. EYFS sets the care and education framework for early years - we support curriculum flexibility.It is for providersto decidehow they delivertheEYFS. Different approachestothe curriculumwillbe judgedfairly. Consultation on the Education inspection framework 2019 Slide 26

25. Cultural capital Cultural capital is the essential knowledge that children need to be educated citizens. Some children arrive at an early years setting experiences than others, in their learning and Whatthesettingdoes,throughitscurriculum potentiallymakesall thedifference. with poorer play. and interactions, It is the role of the setting to ensure that children experience the awe and wonder of the world in which they live, through the seven areas of learning. Consultation on the Education inspection framework 2019 Slide 30

26. How to respond to the consultation Consultation on the Education inspection framework 2019 Slide 31

27. EY provision in schools The EYFS applies to schools, independent schools, maintained  the nursery schools as well as to provision that is registered on Early Years Register held by Ofsted. The schools handbook, as now, has an EY judgement that applies to maintained nursery schools and any EY provision 2 year olds and over that is directly managed by the school governing body.  for If you are a maintained nursery school you will be judged under 8 framework. school or a nursery within a the school section 5 or section  Consultation on the Education inspection framework 2019 Slide 32

28. The consultation: we want your views We want to ensure that the judgements in the education inspection framework 2019 for provision, registered by Ofsted on the Early Years Register, are appropriate for the range of early years settings. Do our proposals work for childminders, nurseries, pre-schools and providers who care for children before and after school? We will ask you about this in the consultation. Consultation on the Education inspection framework 2019 Slide 33

29. We want your views: how to respond to the consultation The consultation is now open and runs until 5 April You can respond to the full consultation by: Completing the online questionnaire 2019 By completing the form and returning it by email or post – all details are in the consultation document. https://www.gov.uk/government/consultations/education-inspection-framework-2019-inspecting-the-substance-of-education Consultation on the Education inspection framework 2019 Slide 35

30. Consultation materials for early years Material published alongside the consultation: the draft education inspection framework 2019 the draft early years inspection handbook a commentary setting out the research that has informed the the framework and inclusion statement. development of the criteria in the draft equalities, diversity Consultation on the Education inspection framework 2019 Slide 36

31. Guest Speaker Helen Morton & Lindsy James Active Fusion

32. National Updates

33. Nursery support with potty training • A recent survey by NDNA and ERIC, the Children’s Bowel and Bladder Charity, has revealed that 70% of practitioners had received no training in potty training. In response, NDNA has partnered with ERIC to produce potty training resources for early years practitioners including: • Top tips • Policy template • Potty training factsheet. • https://www.ndna.org.uk/NDNA/Campaigns/Potty_training.aspx?WebsiteKey=5e278c52-0dec-4482-ad81-d06b25949f8b

34. Do you know how to deal with issues of biting in your nursery? • Biting in a nursery can be distressing, not only to other children and parents but the child themselves. It can also be something that practitioners struggle to know how to correctly respond to. Make sure you and your nursery staff are confident in tackling this issue and help prevent any further incidents by purchasing NDNA’s ‘Biting: Responding Sensitively’ course. Access this course From as little as £2.50 as part of a member’s short course ‘bundle’ package. Find out more here: https://www.ndna.org.uk/NDNA/Shop/Item_Detail?WebsiteKey=5e278c52-0dec-4482-ad81-d06b25949f8b&iProductCode=OT-BITING&Category=OT.aspx • Also, why not check out NDNA’s blog on biting incidentsin nursery for further guidance and support from one ofNDNA’searly years experts? View the blog post here.   

35. Family Action – supporting schools, LAs, early years settings and families Family Monsters Project • Family Action has started a national conversation about the everyday pressures on families or ‘family monsters’. The campaign aims to get these pressures out in the open and to stop family monsters becoming overwhelming by helping families find ways to talk about them, enabling families to  face their pressures together. • Family Action has released a new short film bringing family monsters to life – go to www.familymonstersproject.com • We have also launched FamilyLine, a free confidential helpline for families to support any family member struggling with any aspect of family life, such as parenting challenges, family conflict, relationship difficulties or mental health and wellbeing.   • call: 0808 802 6666 • text: 07537 404282 • email: familyline@family-action.org.uk

36. Five minutes to make the Foundation Years better Survey • We're looking to refresh the Foundation Years website as a hive of information and a community of best practice to support the early years workforce. • We'd really appreciate your help both in completing this quick survey by 5pm on Wednesday 3 April, and in sharing among your early years networks. • https://www.surveymonkey.co.uk/r/3YTP8GC?utm_source=Foundation+Years&utm_campaign=da931ef245-EMAIL_CAMPAIGN_2019_03_21_05_01_COPY_02&utm_medium=email&utm_term=0_8f9a6de061-da931ef245-321616229&mc_cid=da931ef245&mc_eid=6ef4960798

37. Training Rachael Summerscales Early Years Inclusion Officer

38. Directory • We would like to gather your anonymous views on the current training directory, your future training needs and your experience of Buy Doncaster • It is important that you are honest so we can improve how we deliver our training offer • If you know of a fantastic, inspirational trainer please let us know. • Likewise if you are interested in a specific part of Early Years and you would like some training on this please let us know.

39. Local Updates Shelley Petta Early Years Inclusion Officer

40. Integrated Progress Check Updates • Protocol and new flow chart is on the Local Offer • All group settings should have a named CNN who should meet Group providers on a termly basis (please contact Shelley if this is not happening in your setting) • Childminders should continue to make use of the SPOC on 01302 566776, a new flow chart has been created this is on the Local Offer. • Schools with 2 year olds- a flowchart is due to be approved shortly. • New Integrated Progress Check template has been created by LA. Where this is not used the Progress check form should refer to Health and where possible refer to ASQ scores

42. Moderation team 0-60 months Shelley Petta Assessment Lead for 0-5 years for Doncaster Early Years Service Georgina Lightfoot Area SENDO Elizabeth Massingham Pre-School room lead Small world Day Nursery Jo Worrall Foundation teacher Coppice Special School Danielle Scott Foundation teacher North Ridge Special School Sarah Fletcher F1 Teacher Town Field Primary School Laura Wilcock F1/2 Teacher Travis Primary School Louise Hobbs F1 teacher Bentley New Village Primary School Supported by Jenny Marsh Community Nursery Nurse Termly Moderation events on BuyDoncaster

43. Future Dates for providers where a child is taking up EYFSP • 7th and 9th May Summer term moderation events • 20th May - Meet the moderators event (schools only) • Moderation discussions to take place the first two weeks after May half term. LA to arrange dates. • 27thJune – Final date for submission of EYFSP data

44. Guest Speaker SaimaNazir Public Health Improvement Officer (Healthy Learning, Healthy Lives Lead)

45. Saima Nazir Healthy Learning, Healthy Lives Lead Public Health, Doncaster Council

46. Healthy Learning, Healthy Lives • Used to be the National Healthy Schools Programme but after this ended we developed our own programme. • FREE to join. After the first year there will be a small admin charge of £20-£40 (depending upon the size of your setting). • Available to all Doncaster schools, colleges and early years providers. • Including childminders, nurseries, family hubs. • Online tool for uploading evidence. • Share latest, evidence-based guidance and resources. • The team can provide guidance and support during the accreditation process.

47. Overview of process

48. Criteria & Evidence • Each key area has 5 criteria; a total of 15 criteria for Early Years Settings. • The key areas for Early Years Settings are; • Healthy Eating • Physical Activity • Lifestyle Influences • The criteria considers some key elements in each theme; • Policy to outline approach • Environment • Training • Engagement with parents • Evidence can include; • policy documents, induction/CPD records, evidence of formal & informal training, lesson plans, links to settings’ website, screenshots of social media/ app posts, pictures of displays/ equipment/newsletters/activities, feedback or evaluation of activities etc.

49. Quick reference guide Healthy Learning, Healthy Lives Award Key Stage 0 (Early years)

50. Enhanced Award • After completion of the standard award. • For settings to be recognised for going over and above to support healthy learning. • Can be in one of the original HLHL areas, or a different health area. • The setting can choose the area/topic. • We ask that they demonstrate that the additional work is based on the needs and assets of the organisation and the children they work with. • Provided with a framework to work through. • Evidence can be uploaded into the outer section of the wheel.