Any OFSTED inspectors out there?

[caffinefreak]

Hello lovelies

I'm just wondering if any of you are Ofsted inspectors? I've got a couple of questions, I've called Ofsted but they have told me they can't advise me, I've checked with my LA but they tell me it depends on the individual inspector so I'm a tad :huh: if any Ofsted inspectors are out there I would really appreciate some advice Thank you x

[Juliajess]

Following this thread with interest as I've had the same problem as you, caffinefreak!

[Pimms o'clock?]

I don't think you will get advice from an Ofsted inspector as their role is to inspect and it is the role of the LA to advise.

Maybe if you ask on here someone will be able to help you, or you might get a few viewpoints. :1b

[caffinefreak]

Thanks Pimms O'clock, here are my 3 questions:

1) We use gap sheets to inform next steps and assessment of current development, we've been told they are a risk as some inspectors will love them others will hate them, we're due reinspection and I'm worried if we get a 'hate them' inspector it will go against us, do we carry on with them or not?

2) we have a child with SEN who has a 1:1 support worker, she only works hours around him and he is her only key child, we have photos of staff and their key childrens names listed below on each rooms parents notice board, my LA adviser said I should think carefully about a pic of the 1:1 worker with the child's name underneath as it highlights that he has SEN which all parents will see but that if I dont do it them I am not including him in all areas of nursery life, so do I leave up the pic / name or take it down

3) We have a small group room where we take small groups of children who need extra support for 20 min sessions on what ever they need help with, we do this around lunchtime so we are not interruptig the children's learning but our LA said although Ofsted will like the idea of extra support, they will hate the idea of the children being taken somewhere out of the main room to get the support, so do we carry on with this or scrap it?

Any thoughts appreciated xx

[Fredbear]

Hi 1: What does the LA mean when she says an inspector will either love or hate them.

Think that could be said of every scenario and provision and inspector.

Are you happy with it, are you able to explain the methods you use to assess.

2: I would be more inclined to have all the children's names then all the key persons.

If you need to have a record of the key groups perhaps this could be in a folder and not on display.

3: I know taking individual children out for additional support did used to be frowned upon, but not sure if that's changed.

If we do take children out for extra support we generally take a small group with our target child included.

Hope this might help but is only my thoughts.

[Foreveryoung]

Echo above, only additional thing I would say about the sen child is ask the parents, it's up to them if they want their child on a board which clearly indicates a 1:1 situation this is then your response to the inspector, as from our experience some parents feel confident about situations such as this and others don't. we ask parents of sen children on induction if it's the case that they enter presenting with additional needs if they want others to know, so as to ensure we support the emotional side of having a child with additional needs (I'am referring here mainly to ASD).

[Pimms o'clock?]

I would suggest looking at the evaluation schedule that Ofsted use for inspections to help you 'unpick' these queries.

The first and third point relate to 'Meeting the needs' so if you are happy with the way you use the gap sheet to identify and meet individual children's needs and you and your staff can confidently explain how this helps you to meet needs and extend children's learning then I would say its okay. Again with the extra support you offer, does it take children away from/interfere with deep level self chosen learning or is it rather a planned adult led activity that strengthens the way you and your staff teach the children and helps them to learn.

As for the second point this would come under 'Well Being'; how all children are included, how they are comfortable in the environment, so display one child - display them all. I have had Key Groups on display and have had very small groups at beginning of school year when numbers are low or individual pairings where a level 2 would only have one key child to start with until they became more confident for me to give them more. So would showing this one child with their key person necessarily say that the child has SEN to anyone?

Hope this helps

Edited September 14, 2014 by Pimms o'clock?

[Guest]

A point to make on question 3 is that those children needing extra support should be supported according to THEIR NEEDS. Maybe taking them somewhere quieter supports them better. Just because ofsted frown upon it doesn't mean you shouldn't do it so long as you can argue as to why its best for those children.

[Guest]

If you can justify why you do something and the outcome improves your setting and or helps children progress

Then what's the problem

 

My old SIP didn't like the changing mat on the floor in the boys toilet

But I could justify it and Ofsted had no problem saying that we did what did because it was the best for us in a packaway setting

[woodlands1997]

I agree with Suer you just have to be able to justify exactly what you do and why!

[caffinefreak]

Thank you so much for all your replies, we can explain why we do what we do but I am so terrified of doing anything they don't like as another inadequate will mean the end for our setting and its awful to think that could happen just because one person doesn't like one thing that we are doing. Ofsted have destroyed my confidence and I am absolutely dreading them coming because if they start to pick holes I don't know what I'm going to say. I used to have so much confidence in what we were doing, now I have none, it's heart breaking xx

[woodlands1997]

Poor you caffinefreak :-( feel free to message me with any questions, not that I'm an expert at all but sometimes it's nice to run little things past people that you wouldn't necessarily think were worth putting on here!x

[Pimms o'clock?]

Hi Caffinefreak

I think you should be getting much more constructive support from your LA if you were graded inadequate last time. That support should also lead to/be focussed on building your confidence as a priority! Could you get them/your support person to help you go through your questions (as they would be able to look at how your tracker works and could observe how the support sessions work) and look at how it all fits in with the evaluation schedule. For what it's worth and in my humble opinion the LA should be doing lots to help you.

Edited September 15, 2014 by Pimms o'clock?

[sunnyday]

Thank you so much for all your replies, we can explain why we do what we do but I am so terrified of doing anything they don't like as another inadequate will mean the end for our setting and its awful to think that could happen just because one person doesn't like one thing that we are doing. Ofsted have destroyed my confidence and I am absolutely dreading them coming because if they start to pick holes I don't know what I'm going to say. I used to have so much confidence in what we were doing, now I have none, it's heart breaking xx

That is so sad - I'm genuinely sorry to read that you are under so much pressure and I agree wholeheartedly with Pimms you should be getting some much more useful input and support from your LA.......

This support should be documented and then you can show how you have worked to meet their suggestions.

For what it's worth I would probably take down the children's names from your photo displays - you can easily inform parents of the name of their child's Key Person.......

Big hugs x

[SueJ]

For what it's worth I would probably take down the children's names from your photo displays - you can easily inform parents of the name of their child's Key Person.......

I'm with Sunnyday on this one - as the photos are on your parent board do other parents really need to see which child has which Keyperson - we advise parents individually who their keyperson is.

With regard to taking children out for additional support - as has been said justify it - do these children have individual support/learning/development plans for their additional needs? - if they do then specify this in the plan e.g.,

Jonny's target may be to share and take turns

The success criteria (the measurable) will be something like Jonny particularly enjoys playing with cars. Therefore encourage him to share cars with two other children during an adult supported small world play activity 3 times out of 4.

The support, resources etc. will then be something like - Jonny to be encouraged to engage with a small group comprising himself and 2 other children in a small world play activity with cars. This activity should be set up away from the main play area to help Jonny to stay on task and provide the optimum environment for him to practice his sharing and turn taking skills. Supporting adult should model sharing cars with other children and encourage Jonny to do the same. Use the click clack resource to encourage Jonny to take turns with the other children sending cars down the ramps. Ensure that there are at least 3 cars per child during this activity.

Hope that helps.