Whenever there is a major change in the early years and education sector, it always takes a little while for things to truly bed-in. I spend a lot of my time working all over the country, and it’s always fascinating to talk to different providers about their lived experiences. Lately, the conversation has been dominated by one thing: the new Ofsted inspection framework.
Having gathered feedback from the frontline, there are a few key themes emerging that I wanted to share.
The Power of the 30-Minute Call
The first major talking point is the pre-inspection phone call. This is a planned conversation with the inspector that lasts about 30 minutes. The consensus from every provider I’ve spoken to is clear: you must make the absolute best use of this time.
Think of this call as your opportunity to set out yourstall. It’s the moment to celebrate what your setting does best and to be transparent about your areas for development. By discussing your action plan, you show the inspector that you know your setting inside out and, more importantly, you know exactly where you are headed.
I did hear from one provider who was incredibly stressed because they forgot to mention something they felt was vital during the call. If that happens to you, please don’t panic! You can always add those points during the actual inspection. However, getting it right on the call really helps set a positive tone for the rest of the visit.
A Focus on the Children
During the inspection itself, I’m hearing very positive feedback about how inspectors are conducting themselves. Providers are welcoming the fact that inspectors are spending significantly more time with the children. It feels less like someone standing back and observing from a distance; instead, they feel like part of the setting for the day. This shift toward greater engagement is a very welcome change for many.
The Scorecard Challenge
Once the inspection is over, we move into the new report card system. As you probably know, settings are now graded on a visual scorecard using a colour coded system:
- Red: Areas needing urgent improvement.
- Amber: Things that need attention.
- Light Green: Meeting expected standards.
- Dark Green: Maintaining a strong standard.
There is also a blue ‘Exceptional’ category, which Ofsted has reserved for settings that are leading the agenda beyond their own walls and sharing good practice across the sector.
The report card also states whether safeguarding responsibilities are met or not met.
While the visual nature of the scorecard is quick and easy to digest, it has brought up some mixed feelings. The challenge for us as providers is that parents might simply look at the colour ‘level’ and skip over the actual wording of the report. They might miss the richness of what you are offering. We need to think carefully about how we use these reports in our own promotion to ensure that the full story of our quality is being told.
Clarification for Out-of-School Clubs
Finally, I want to highlight some specific guidance for the wraparound sector. If you are registered on the Early Years register but only provide care exclusively at the start and end of the school day or during holidays, there is now more clarity on your requirements. You are simply aiming to meet – and hopefully exceed- the safeguarding and welfare requirements of the EYFS. Because of this specific focus, you will not receive a grade for other evaluation areas.
It’s a lot to take in, but these changes are ultimately giving us a new lens through which to view the quality of our settings. As we continue to navigate this new system together, let’s keep sharing those experiences!
For more information on the new report card you can watch the Ofsted video below: