Supporting Quality Improvement - Early Years · SECTION 3 3.1 Contents of the QIC Section PART 1 -...

Supporting Quality Improvement

early years

WS1

09

7(1

) 08

.12

SECTION 3

3.1 Contents of the QIC

Section

PART 1 - LEARNING & DEVELOPMENT

1.1 The Quality of Provision in the EYFS 20-21

1.2 Outcomes for Children 22

1.3 Leadership and Management 23

1.4 Overall Effectiveness 24

1.5 Inclusive Practice 25-26

PART 2 - WELFARE & ORGANISATION

2.1 Safeguarding 28

2.2 Information & Complaints 28

2.3 Premises, Security & Outings 28-29

2.4 Medicine, Illnesses & Injuries 29

2.5 Food & Drink 30

2.6 Smoking, Alcohol & other Substances 30

2.7 Behaviour Management 30

2.8 Safe Recruitment 31

2.9 Qualifications,Training, Skills & Knowledge 31-32

2.10 Staffing Arrangements 32

2.11 Risk Assessments, Premises & Equipment 33

2.12 Organisation & Documentation 34

PART 3 - BUSINESS 3.1 Income & Expenditure 36

3.2 Funding, Monitoring & Information 37

3.3 Debt 37

3.4 Committee 37

3.5 Business Planning 37

Early Years Foundation Stage | Supporting Quality Improvement

18


19

3.2 Quality Improvement Criteria - Part 1

PA

RT 1

Crit

eria

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…Exam

ple

s o

f Evid

ence

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.1A

The m

ajo

rity

of

pla

y is

without

adult s

upport

or

There

is a

bala

nce o

f

adult led &

fre

ely

chosen

Child initia

ted p

lay is a

ctively

support

ed b

y a

dults.

Adult led learn

ing is s

om

etim

es

experiential. T

he b

ala

nce o

f adult led &

Th

e q

uali

ty o

f

pro

vis

ion

in

th

eEarly

Years

Fo

un

dati

on

Sta

ge

focuses h

eavily o

n a

dult

direction.

experiences.

Adult f

ocused learn

ing is p

layfu

l &

rela

tes t

o c

hildre

n’s

inte

rests

.

freely

chosen e

xperiences r

eflect

&

respond t

o c

hildre

n’s

inte

rests

& n

ext

ste

ps f

or

learn

ing.

B

Som

e r

esourc

es a

re n

ot

Resourc

es a

reAll t

he E

YFS a

reas o

f le

arn

ing &

The learn

ing e

nvironm

ent

is r

egula

rly

Ofs

ted r

eport

, vis

it

report

s,

QA s

chem

e,

develo

pm

enta

lly

appro

priate

. M

ost

resourc

es a

re n

ot

develo

pm

enta

lly

appro

priate

& m

ost

are

accessib

le t

o a

ll c

hildre

n

develo

pm

ent

are

support

ed t

hro

ugh

the learn

ing e

nvironm

ent,

both

indoors

& o

uts

ide.

evalu

ate

d,

adapte

d &

resourc

ed t

o

ensure

eff

ective &

open-e

nded u

se b

y

all c

hildre

n.

SEF,

EYFSP r

esults f

or

feeder

schools

, child &

pare

nt

voic

e,

ECERS

audit,

FIR

ST r

equests

& v

isits

Th

e c

hil

d’s

vo

ice

(childre

n’s

ideas,

requests

, fe

elings,

opin

ions,

contr

ibutions,

pre

fere

nces –

both

verb

al &

non-v

erb

al

form

s o

f

com

munic

ation a

re

valu

ed)

accessib

le t

o a

ll c

hildre

n.

acro

ss t

he d

ay.

C

There

are

lim

ited

opport

unitie

s f

or

outd

oor

experiences.

Childre

n h

ave

opport

unitie

s f

or

outd

oor

experiences e

ach d

ay

thro

ughout

the y

ear.

Fre

e-f

low

pla

y b

etw

een t

he indoor

&

outd

oor

learn

ing e

nvironm

ents

is

valu

ed b

y p

ractitioners

. O

utd

oor

clo

thin

g is a

vailable

to e

nable

access

in a

ll w

eath

er

conditio

ns.

Continuous a

ccess t

o f

ree-f

low

pla

y

betw

een t

he indoor

& o

utd

oor

learn

ing

environm

ents

is e

mbedded in

every

day p

ractice.

The im

port

ance o

f outd

oor

free-f

low

pla

y is p

rom

ote

d w

ith p

are

nts

.

D

The ‘child’s

voic

e’ is

acte

d u

pon ‘m

om

ent

by

mom

ent’ in r

espect

of

requests

for

additio

nal

resourc

es.

Continuous p

rovis

ion is

occasio

nally a

dapte

d

accord

ing t

o t

he c

hild’s

voic

e (

ideas,

requests

&

inte

rests

are

note

d).

The c

hild’s

voic

e (

feelings,

opin

ions,

ideas)

is a

ctively

sought

& a

cte

d

upon.

The c

hild’s

voic

e (

contr

ibutions &

opin

ions)

is v

alu

ed &

have a

sig

nific

ant

impact

on p

rovis

ion &

pra

ctice.

E

Pro

vis

ion p

resents

ste

reoty

pes o

f ra

ces,

Pro

vis

ion s

how

s d

ivers

ity

of

races,

culture

s,

ages,

Som

e p

lay e

xperiences a

nd

mate

rials

e.g

. books,

images,

Div

ers

ity is c

ele

bra

ted &

valu

ed b

y a

ll

pra

ctitioners

thro

ugh e

very

day

culture

s,

ages,

abilitie

s &

gender.

abilitie

s &

gender

in a

positiv

e w

ay t

hat

is n

ot

art

efa

cts

, dolls,

music

, puzzle

s,

food,

pla

y p

eople

, ro

le p

lay r

esourc

es e

tc

routines &

pla

y e

xperiences.

tokenis

tic.

dem

onstr

ate

div

ers

ity &

are

accessib

le d

aily.

F

The im

port

ance o

f

childre

n’s

use o

f hom

e

Childre

n’s

hom

e

language is v

alu

ed b

y

Childre

n’s

hom

e language is

cele

bra

ted &

valu

ed w

ithin

every

day

Sett

ings s

upport

fam

ilie

s t

o v

alu

e t

he

import

ance o

f usin

g c

hildre

n’s

hom

e

language w

ithin

the

sett

ing is n

ot

recognis

ed.

pra

ctitioners

engagin

g

with p

are

nts

.

pra

ctice.

language.


20


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.1

CO

NTIN

UED

Th

e q

uali

ty o

f

pro

vis

ion

in

th

e

Early

Years

Fo

un

dati

on

Sta

ge

G

Pla

nnin

g is f

ixed a

nd

rela

tes p

redom

inantly t

o

adult-l

ed a

ctivitie

s &

outc

om

es.

A t

oy r

ota

may d

ete

rmin

e t

he

learn

ing e

nvironm

ent.

Pla

nnin

g d

evelo

ps o

ver

the w

eek in r

esponse t

o

childre

n’s

inte

rests

.

Pla

nnin

g e

ffectively

support

s e

ach

child’s

pro

gre

ss &

develo

pm

ent

takin

g a

ccount

of

diffe

rent

ages,

develo

pm

enta

l sta

ges &

inte

rests

&

is s

hare

d w

ith a

ll a

dults involv

ed

with t

he c

hild.

The c

ycle

of

observ

ation,

assessm

ent

& p

lannin

g is e

mbedded in b

oth

writt

en &

mom

ent

by m

om

ent

pla

nnin

g &

inte

ractions w

ith c

hildre

n

are

responsiv

e,

engagin

g &

challengin

g.

H

Policie

s f

or

SEN

& E

qual

Opport

unitie

s a

re in

pla

ce.

An I

nclu

sio

n p

olicy is in

pla

ce &

identifies h

ow

all

pra

ctitioners

are

involv

ed in inclu

din

g a

ll

childre

n.

The I

nclu

sio

n p

olicy identifies a

com

mitm

ent

to e

qual opport

unitie

s

for

all c

hildre

n &

adults.

All a

dults

are

aw

are

of

its c

onte

nt.

There

is p

olicy f

or

inclu

sio

n t

hat

dem

onstr

ate

s a

com

mitm

ent

to e

qual

opport

unitie

s f

or

all c

hildre

n &

adults &

identifies t

hat

div

ers

ity is b

oth

valu

ed

& c

ele

bra

ted.

All a

dults a

pply

this

policy c

onsis

tently &

it

is s

hare

d w

ith

pare

nts

.

I W

ithin

the s

ett

ing, behavio

ur

is m

anaged b

y f

ocu

sing o

n,

& r

esp

ondin

g t

o, negative

behavio

ur.

Child

ren’s

sta

ge o

f so

cial &

em

otional develo

pm

ent.

is n

ot consi

dere

d w

hen

managin

g b

ehavio

ur.

Som

e p

ractitioners

are

aw

are

of th

e im

port

ance o

f

bein

g p

ro-a

ctive in

pro

moting p

osi

tive

behavio

ur.

Som

e p

ractitioners

are

aw

are

of lin

ks b

etw

een

behavio

ur

and c

hildre

n’s

sta

ge o

f socia

l and

em

otional develo

pm

ent.

There

is a

consis

tent

appro

ach to

pro

moting p

ositiv

e b

ehavio

ur

acr

oss

the s

ett

ing, w

hic

h is s

hare

d w

ith

pare

nts

.

All

pra

ctitioners

support

indiv

idual

child

ren’s

social and e

motional

develo

pm

ent.

Pra

ctitioners

maxim

ise o

pport

unitie

s t

o

work

in p

art

ners

hip

with

pare

nts

/care

rs in p

rom

oting p

ositiv

e

behavio

ur

for

all c

hildre

n b

etw

een

hom

e a

nd s

ett

ing.

All

pra

ctitioners

support

indiv

idual

child

ren’s

social and e

motional

develo

pm

ent and p

rom

ote

str

ate

gie

s fo

r

conflict re

solu

tion.

J There

are

few

opport

unitie

s f

or

dis

pla

y.

Dis

pla

ys f

ocus o

n a

dult

led o

utc

om

es.

Som

e d

ispla

ys a

re a

t

child h

eig

ht

& f

ocus o

n

their c

urr

ent

inte

rests

.

Dis

pla

ys d

em

onstr

ate

childre

n’s

involv

em

ent

within

the c

onte

nt

and

dem

onstr

ate

that

the c

ontr

ibutions

of

all c

hildre

n a

re v

alu

ed.

Childre

n h

ave o

pport

unitie

s t

o

dis

pla

y t

heir o

wn w

ork

.

Dis

pla

ys a

re c

reate

d b

y c

hildre

n,

som

etim

es in c

ollabora

tion &

inclu

de a

range o

f evid

ence f

rom

self-i

nitia

ted

opport

unitie

s a

s w

ell a

s p

hoto

gra

phs,

info

rmation &

a v

ariety

of

media

.


21


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.2

Ou

tco

mes f

or

ch

ild

ren

in

th

e E

arly

Years p

ro

vis

ion

Ofs

ted r

eport

, vis

it

report

s,

child &

pare

nt

voic

e,

QA s

chem

e,

childre

n’s

port

folios,

assessm

ent

info

rmation,

SEF,

EYFSP r

esults f

or

feeder

schools

, ECERS

audit,

modera

tion

vis

its,

FIR

ST r

equests

,

self r

evie

w a

udit t

ool

A

Daily t

ransitio

ns a

re

constr

ain

ed b

y f

ixed

routines.

Som

e d

aily t

ransitio

ns

are

pla

nned t

o m

eet

the

needs o

f in

div

idual

childre

n,

eg s

nacks.

Pra

ctitioners

ensure

that

indiv

idual

childre

n’s

needs a

re m

et

acro

ss d

aily

transitio

ns.

The s

ett

ing r

ecognis

es &

support

s t

he

needs o

f all c

hildre

n &

their f

am

ilie

s

flexib

ly,

acro

ss d

aily t

ransitio

ns.

B

Tra

nsitio

ns a

re n

ot

pla

nned f

or

& t

here

are

few

lin

ks b

etw

een

sett

ings.

Som

e t

ransitio

ns a

re

pla

nned f

or

& t

here

are

develo

pin

g lin

ks b

etw

een

sett

ings.

A r

ange o

f tr

ansitio

ns a

re p

lanned

for

with v

ariable

levels

of

support

for

indiv

idual childre

n.

Pra

ctitioners

are

pro

active t

o e

nsure

that

all c

hildre

n &

fam

ilie

s a

re

support

ed &

well p

repare

d f

or

transitio

ns a

cro

ss t

he y

ear.

C

Adults a

re u

nsure

of

their r

ole

in s

upport

ing

childre

n t

hro

ugh

inte

ractions in a

fre

e-

flow

environm

ent.

Pra

ctitioners

are

becom

ing a

ware

of

the

import

ance o

f adult

inte

ractions t

o s

upport

childre

n’s

learn

ing &

pro

gre

ss.

Pra

ctitioners

’ know

ledge &

skills

are

str

ength

enin

g a

nd s

upport

childre

n’s

learn

ing &

pro

gre

ss t

hro

ugh p

lanned

adult inte

ractions.

Pro

gre

ss o

f childre

n o

f diffe

rent

ages &

develo

pm

enta

l sta

ges is c

onsis

tently

support

ed t

hro

ugh s

kilfu

l adult

inte

ractions &

susta

ined s

hare

d

thin

kin

g.

D

Observ

ations o

f childre

n

are

not

consis

tently

made o

r do n

ot

info

rm

pla

nnin

g.

Observ

ations a

re m

ade

and u

sed t

o info

rm s

om

e

pla

nnin

g.

All a

dults m

ake e

ffective

observ

ations w

hic

h a

re c

o-o

rdin

ate

d

by t

he k

ey p

ers

on t

o info

rm n

ext

ste

ps &

changes t

o t

he learn

ing

environm

ent.

Observ

ations info

rm

pla

nnin

g o

n a

day t

o d

ay b

asis

.

Pla

nnin

g s

tart

s f

rom

observ

ing t

he

child’s

curr

ent

inte

rests

& n

eeds,

usin

g

info

rmation g

ain

ed f

rom

the h

om

e &

oth

ers

involv

ed w

ith t

he c

hild.

E

There

are

no s

yste

ms t

o

monitor

childre

n’s

pro

gre

ss.

Syste

ms t

o m

onitor

childre

n’s

pro

gre

ss a

re

develo

pin

g.

Syste

ms a

re e

ffectively

used t

o

monitor

all c

hildre

n’s

pro

gre

ss.

All c

hildre

n’s

pro

gre

ss is a

naly

sed.

Childre

n n

ot

makin

g p

rogre

ss a

re

identified &

action is t

aken.

F

Pra

ctitioners

’ in

tera

ctions

with c

hildre

n a

re m

ostly

superv

isory

, dis

cip

linin

g

& g

ivin

g instr

uctions.

Adults a

re r

esponsiv

e t

o

childre

n.

Convers

ations

are

led b

y b

oth

childre

n

& p

ractitioners

, in

clu

din

g

1:1

opport

unitie

s.

Adults g

ive c

hildre

n t

ime &

encoura

gem

ent

to u

se t

heir

indiv

idual com

munic

ation s

kills

in a

variety

of

ways.

Skilfu

l adults e

xte

nd c

hildre

n’s

com

munic

ation,

vocabula

ry,

com

pre

hensio

n &

learn

ing.

Childre

n a

re g

iven t

ime t

o q

uestion,

reflect

& m

ake c

onnections in t

heir

thin

kin

g.

G

Expecta

tions &

boundaries a

re

inconsis

tently a

pplied

acro

ss t

he s

ett

ing.

Pra

ctitioners

are

good

role

models

who p

rovid

e

cle

ar

& c

onsis

tent

boundaries,

show

ing

childre

n r

espect.

Expecta

tions &

boundaries a

re c

lear.

Childre

n a

re s

upport

ed in d

evelo

pin

g

an u

nders

tandin

g o

f th

eir o

wn

em

otions in o

rder

to s

how

em

path

y

tow

ard

s o

thers

.

A r

ange o

f str

ate

gie

s a

re u

sed t

o

support

positiv

e s

ocia

l in

tera

ctions &

em

otional lite

racy.

Childre

n a

re e

nable

d t

o r

esolv

e

conflic

ts &

pro

ble

ms b

etw

een

them

selv

es.

H

There

is a

key p

ers

on

syste

m in p

lace.

How

ever

most

com

munic

ation w

ith

pare

nts

is t

hro

ugh t

he

managem

ent

team

.

An e

ffective &

support

ive

key p

ers

on s

yste

m is in

pla

ce,

whic

h p

are

nts

are

aw

are

of.

There

are

positiv

e r

ela

tionship

s

betw

een t

he c

hild &

their f

am

ily &

the k

ey p

ers

on.

A p

ositiv

e &

responsiv

e r

ela

tionship

allow

s t

he c

hild t

o f

eel secure

& t

heir

fam

ily s

upport

ed a

t all t

imes.

Good

com

munic

ation b

etw

een a

ll a

dults

involv

ed w

ith t

he c

hild e

nable

s

indiv

idual needs t

o b

e m

et.


22


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.3

Th

e l

ead

ersh

ip &

man

ag

em

en

t o

f th

e

Early

Years

pro

vis

ion

Pra

ctitioners

qualifications,

rete

ntion &

recru

itm

ent,

str

ength

s

& w

eaknesses in

leaders

hip

(O

fste

d

report

), v

isit r

eport

s,

Ofs

ted S

elf E

valu

ation

Form

(SEF),

Quality

Assura

nce s

chem

es,

self r

evie

w a

udit t

ool,

Continuous

Pro

fessio

nal

Develo

pm

ent

(CPD

);

Specia

l Educational

Needs C

o-o

rdin

ato

r/

Inclu

sio

n C

o-o

rdin

ato

r

(SEN

CO

/IN

CO

)

A

There

is n

o s

yste

m f

or

monitoring t

he

eff

ectiveness o

f

pla

nnin

g.

The q

uality

&

eff

ectiveness o

f pla

nnin

g

is m

onitore

d.

Pla

nnin

g is c

onsis

tently m

onitore

d in

the s

ett

ing,

to e

nsure

that

it

support

s t

he n

eeds o

f all c

hildre

n.

In t

he s

ett

ing c

onsis

tent

monitoring o

f

the q

uality

& e

ffectiveness o

f pla

nnin

g

ensure

s t

hat

childre

n’s

indiv

idual

needs a

re m

et.

B

There

is n

o e

ffective

syste

m f

or

monitoring

childre

n’s

pro

gre

ss.

All c

hildre

n’s

indiv

idual

pro

gre

ss is m

onitore

d.

The p

rogre

ss o

f in

div

idual childre

n &

gro

ups is m

onitore

d &

dis

cussed.

Pro

gre

ss o

f in

div

iduals

& g

roups o

f

childre

n is a

naly

sed t

o identify

gaps in

pro

vis

ion &

futu

re learn

ing n

eeds.

C

Som

e e

lem

ents

of

quality

are

reflecte

d

upon.

Regula

r evalu

ations o

f

quality

feed into

sett

ing

develo

pm

ent

pla

ns.

Quality

is r

eflecte

d o

n t

hro

ugh t

he

com

ple

tion o

f th

e S

EF.

Quality

is c

learly u

nders

tood &

monitore

d e

ffectively

.

D

There

is n

o u

p t

o d

ate

impro

vem

ent

pla

n in

pla

ce.

The im

pro

vem

ent

pla

n

lacks d

eta

il o

f id

entified

tim

escale

s,

next

ste

ps &

evalu

ation p

rocedure

s.

The d

eta

iled im

pro

vem

ent

pla

n is

regula

rly r

evie

wed,

update

d &

,

in g

roup s

ett

ings,

share

d w

ith a

ll

pra

ctitioners

.

The im

pro

vem

ent

pla

n is e

ffectively

evalu

ate

d &

share

d w

ith s

takehold

ers

.

In g

roup s

ett

ings a

ll p

ractitioners

contr

ibute

.

E

Pra

ctitioners

do n

ot

att

end e

xte

rnal tr

ain

ing

or

any info

rmation

sharing o

pport

unitie

s.

Tra

inin

g is a

ttended b

ut

this

is n

ot

linked t

o

indiv

idual or

sett

ing

develo

pm

ent

needs.

Tra

inin

g &

develo

pm

ent

needs a

re

pla

nned a

ccord

ing t

o s

trength

s &

are

as f

or

develo

pm

ent

for

the

sett

ing o

r in

div

iduals

. O

pport

unitie

s

are

made t

o s

hare

tra

inin

g.

CPD

is lin

ked t

o indiv

idual &

sett

ing

needs &

takes a

ccount

of

indiv

idual

learn

ing s

tyle

s.

In g

roup s

ett

ings,

train

ing is c

ascaded t

o s

upport

continuous s

ett

ing im

pro

vem

ent.

F

The m

anager

is u

nsure

of

their r

ole

in e

ffectively

support

ing &

leadin

g t

he

team

.

The m

anager

is a

ware

of

the n

eed t

o s

upport

&

lead t

he t

eam

& is

develo

pin

g t

he s

kills

to

do s

o e

ffectively

.

The m

anager

is c

onfident

to lead &

support

the t

eam

.

The m

anager

has a

cle

ar

vie

w o

f th

eir

ow

n r

ole

& r

esponsib

ilitie

s &

is

eff

ective &

confident

in s

upport

ing,

inspirin

g &

leadin

g t

heir t

eam

in

continuous s

ett

ing im

pro

vem

ent.

G

There

is lim

ited

unders

tandin

g o

f

Develo

pm

ent

Matt

ers

sta

tem

ents

(in

schools

,

EYFSP s

tate

ments

).

Pra

ctitioners

use S

tages

of

Develo

pm

ent

to

info

rm a

ssessm

ents

and

pla

nnin

g.

Pra

ctitioners

assess a

nd p

lan f

rom

their k

now

ledge o

f child

develo

pm

ent

and t

heir h

olistic v

iew

of

the c

hild.

Consis

tency o

f ju

dgem

ents

is

modera

ted b

oth

within

& b

eyond t

he

sett

ing.

H

The s

ett

ing r

ecognis

es

the im

port

ance o

f

welc

om

ing f

am

ilie

s &

vis

itors

.

They a

re d

evelo

pin

g

str

ate

gie

s t

o e

mbed t

his

in e

very

day p

ractice.

The s

ett

ing

dem

onstr

ate

s p

ositiv

e

rela

tionship

s w

ith a

ll

pare

nts

, care

rs &

oth

er

vis

itors

to t

he s

ett

ing.

The s

ett

ing is p

roactive in w

elc

om

ing

fam

ilie

s f

rom

a r

ange o

f cultura

l

backgro

unds t

o e

nsure

the w

hole

fam

ily f

eel part

of

the s

ett

ing

com

munity.

The s

ett

ing is p

roactive in e

sta

blishin

g

links w

ith o

ther

sett

ings &

the local

com

munity.

There

is e

vid

ence o

f w

ork

with o

ther

pro

fessio

nals

beyond t

he s

ett

ing t

o

support

& e

nhance t

he learn

ing &

develo

pm

ent

of

all c

hildre

n.


23


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.4

Th

e o

verall

eff

ecti

ven

ess

of

the E

arly

Years

pro

vis

ion

Tra

inin

g r

ecord

att

endance &

evalu

ations (

Tribal)

,

SEF,

Pra

ctitioners

meeting m

inute

s,

QAD

,

self r

evie

w a

udit t

ool

Com

pla

ints

,

com

munic

ation w

ith

LA,

Ofs

ted r

eport

, vis

it

report

s,

child &

pare

nt

voic

e,

SEF,

pare

nt

info

rmation,

feedback

from

oth

er

pro

fessio

nals

, FIR

ST,

com

munic

ation w

ith

pare

nts

–

noticeboard

s,

questionnaires,

tim

e a

t

sta

rt/e

nd o

f sessio

n,

pare

nta

l in

volv

em

ent,

learn

ing journ

als

;

Eth

nic

Min

orities

Advis

ory

Team

(EM

AT)

A

Pra

ctitioners

role

s a

re

not

cle

arly d

efined.

Pra

ctitioners

are

deplo

yed c

onsis

tently &

have c

learly d

efined

role

s.

Pra

ctitioners

are

eff

ective in t

heir

role

s &

giv

en o

pport

unitie

s t

o

develo

p t

hem

furt

her

within

the

sett

ing.

Pra

ctitioners

share

ele

ments

of

best

pra

ctice &

CPD

opport

unitie

s w

ithin

&

beyond t

he s

ett

ing.

B

Com

munic

ation b

etw

een

pra

ctitioners

in t

he

sett

ing is ineff

ective.

Key info

rmation is

share

d r

egula

rly w

ith a

ll

pra

ctitioners

involv

ed.

Eff

ective lin

es o

f com

munic

ation

exis

t ta

kin

g into

account

pre

ferr

ed

com

munic

ation s

tyle

s.

There

is a

cle

ar

share

d v

isio

n,

underp

innin

g e

very

day p

ractice &

long

term

develo

pm

ents

.

C

The e

ffectiveness o

f CPD

is n

ot

measure

d.

Som

e e

lem

ents

of

train

ing a

re im

ple

mente

d

but

there

is little

evid

ence o

f im

pact

of

train

ing o

n im

pro

vin

g

outc

om

es f

or

all c

hildre

n.

CPD

is p

rovid

ed in a

variety

of

ways

& h

as a

n im

pact

on p

ractice &

pro

vis

ion in t

he s

ett

ing &

on

impro

vin

g o

utc

om

es f

or

all c

hildre

n.

The e

ffectiveness o

f CPD

is m

easure

d

& lin

ked t

o p

erf

orm

ance m

anagem

ent.

The im

pact

on im

pro

vin

g o

utc

om

es f

or

all c

hildre

n is m

onitore

d.

D

Little info

rmation is

share

d w

ith

pare

nts

/care

rs.

Info

rmation a

bout

the

sett

ing &

childre

n’s

learn

ing is s

hare

d w

ith

pare

nts

in a

variety

of

ways.

Info

rmation a

bout

the q

uality

of

the

sett

ing,

appro

aches t

o learn

ing &

child d

evelo

pm

ent

is s

hare

d w

ith

pare

nts

/care

rs in a

variety

of

ways

to m

eet

the n

eeds o

f all f

am

ilie

s.

Pra

ctitioners

are

confident

to initia

te

info

rmation s

haring f

or

e.g

.

work

shops,

open s

essio

ns.

The

sett

ing u

ses a

variety

of

str

ate

gie

s t

o

engage w

ith a

ll f

am

ilie

s.

E

There

are

no

opport

unitie

s f

or

a t

wo

way e

xchange o

f

info

rmation b

etw

een

pare

nts

/care

rs &

the

sett

ing.

Opport

unitie

s a

re m

ade

for

pra

ctitioners

&

pare

nts

/ care

rs t

o s

hare

info

rmation a

bout

childre

n’s

learn

ing &

develo

pm

ent.

Pra

ctitioners

are

fle

xib

le in t

heir

appro

ach t

o info

rmation s

haring w

ith

pare

nts

& c

are

rs e

.g.

phone c

alls,

em

ails,

EM

AT s

upport

& a

re f

ully

inclu

siv

e f

or

all f

am

ilie

s.

Esta

blished s

yste

ms s

upport

ongoin

g

info

rmation s

haring.

These a

re

monitore

d &

revie

wed.

F

No info

rmation is s

hare

d

betw

een p

ractitioners

who w

ork

with t

he c

hild.

Info

rmation is s

hare

d

betw

een k

ey

pra

ctitioners

who w

ork

with t

he c

hild in t

he

sett

ing.

There

are

syste

ms f

or

sharing o

f

info

rmation b

etw

een a

ll p

ractitioners

who w

ork

with t

he c

hild in &

/or

betw

een s

ett

ings.

Info

rmation is s

hare

d b

etw

een a

ll

adults w

ork

ing w

ith t

he c

hild in &

betw

een s

ett

ings in a

variety

of

ways,

both

pla

nned &

info

rmal.

G

There

are

no

opport

unitie

s f

or

pare

nts

to c

om

ment

on t

he

quality

of

pro

vis

ion &

info

rmation t

hey r

eceiv

e.

There

are

inconsis

tent

opport

unitie

s f

or

pare

nts

to c

om

ment

on t

he

quality

of

pro

vis

ion &

info

rmation t

hey r

eceiv

e.

Cle

ar

& f

lexib

le s

yste

ms a

re in p

lace

to e

ncoura

ge p

are

nts

to e

valu

ate

pro

vis

ion r

egula

rly &

share

concern

s

about

their c

hild’s

learn

ing.

Pare

nts

have r

egula

r opport

unitie

s t

o

dis

cuss &

contr

ibute

to c

ontinuous

quality

im

pro

vem

ent.

Pare

nts

’

concern

s a

re a

cte

d u

pon.


24


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.5

In

clu

siv

e p

racti

ce

Id

en

tifi

cati

on

&p

lan

nin

g t

o m

eet

the

need

s o

f vu

lnerab

le

ch

ild

ren

Ofs

ted r

eport

, vis

it

report

s,

policie

s,

pare

nt

voic

e,

SEF,

FVT

spre

adsheet,

report

s

from

oth

er

pro

fessio

nals

, ECERS

audit,

train

ing

regis

ters

, le

arn

ing

journ

als

, In

div

idual

Education P

lans (

IEPs),

Pasto

ral Support

Pla

ns

(PSPs),

Pers

onal

Education P

lans(P

EPs);

Pla

y P

lans,

SEN

Code

of

Pra

ctice,

Accessib

ility P

lan,

Early

Years

Gra

duate

d

Appro

ach,

Dis

ability

Dis

crim

ination A

ct

(DD

A).

‘Facilitating

Inclu

sio

n t

hro

ugh

Reflective P

ractice

Support

and T

rain

ing’

(FIR

ST)

A

SEN

CO

/IN

CO

is n

ot

identified o

r id

entified

pers

on is u

ncle

ar

of

role

responsib

ilitie

s.

SEN

CO

/IN

CO

has b

asic

unders

tandin

g o

f ro

le

responsib

ilitie

s,

inclu

din

g

contr

ibuting t

o t

he

inclu

sio

n p

olicy.

SEN

CO

/IN

CO

co-o

rdin

ate

s w

hole

sett

ing s

upport

for

identified

childre

n.

SEN

CO

/IN

CO

eff

ectively

carr

ies o

ut

role

responsib

ilitie

s,

e.g

. gra

duate

d

response,

regis

ter

of

identified

childre

n,

support

for

vuln

era

ble

gro

ups.

SEN

CO

/IN

CO

contr

ibute

s t

o t

he

ongoin

g r

evie

w o

f all s

ett

ing p

olicie

s.

B

SEN

CO

/IN

CO

unable

to

carr

y o

ut

role

responsib

ilitie

s.

SEN

CO

/IN

CO

is g

iven

som

e t

ime in s

ett

ing t

o

carr

y o

ut

duties.

Pra

ctitioners

are

aw

are

of

the S

EN

CO

/IN

CO

role

.

Suff

icie

nt

tim

e is a

llow

ed f

or

SEN

CO

/IN

CO

to c

arr

y o

ut

role

responsib

ilitie

s.

Pra

ctitioners

are

giv

en o

pport

unitie

s

to s

eek a

dvic

e &

support

fro

m t

he

SEN

CO

/IN

CO

.

SEN

CO

/IN

CO

role

is r

ecognis

ed &

valu

ed b

y t

he s

ett

ing m

anagem

ent

&

suff

icie

nt

non-c

onta

ct

tim

e is g

iven

during w

ork

hours

to c

arr

y o

ut

role

responsib

ilitie

s e

ffectively

.

C

There

is n

o a

ttendance

at

SEN

CO

/IN

CO

tra

inin

g.

There

is a

ttendance a

t

SEN

CO

/IN

CO

tra

inin

g.

SEN

CO

/IN

CO

regula

rly a

ttends

train

ing &

keeps u

p t

o d

ate

with

curr

ent

eff

ective p

ractice.

All P

ractitioners

are

well s

upport

ed b

y

SEN

CO

/IN

CO

, e.g

. IN

SET,

cascadin

g

train

ing,

involv

em

ent

in P

lay P

lan

develo

pm

ent

& r

evie

w e

tc.

D

The S

EN

Code o

f Pra

ctice

is n

ot

used.

There

is n

o e

vid

ence o

f

indiv

idual childre

n’s

needs b

ein

g identified.

There

is lim

ited

know

ledge &

use o

f th

e

SEN

Code o

f Pra

ctice.

Som

e indiv

idual

childre

n’s

additio

nal

needs a

re identified.

The S

EN

Code o

f Pra

ctice is u

sed t

o

pla

n a

gra

duate

d a

ppro

ach.

Childre

n w

ith a

dditio

nal needs a

re

identified.

There

is e

vid

ence o

f

additio

nal pla

nnin

g b

ut

pro

gre

ss &

outc

om

es a

re n

ot

consis

tently

evalu

ate

d.

All p

ractitioners

take r

esponsib

ility f

or

usin

g a

gra

duate

d a

ppro

ach in

identify

ing &

pla

nnin

g f

or

childre

n’s

indiv

idual needs.

SEN

CO

/IN

CO

ensure

s

that

pro

gre

ss &

outc

om

es a

re

monitore

d &

revie

wed b

y a

ll a

dults

involv

ed w

ith t

he c

hild.

E

Recom

mended s

trate

gie

s

for

indiv

idual childre

n

are

not

used

consis

tently.

Indiv

idual Pla

y P

lans /

recom

mended s

trate

gie

s

are

used in isola

tion

from

oth

er

sett

ing

pla

nnin

g.

All p

ractitioners

are

aw

are

of

and

usin

g r

ecom

mended s

trate

gie

s f

or

support

ing indiv

idual childre

n.

Lin

ks a

re e

xplicitly

made b

etw

een

additio

nal pla

nnin

g t

ools

& f

eed into

the s

ett

ing’s

observ

ation,

assessm

ent

& p

lannin

g c

ycle

.

F

There

are

no lin

ks m

ade

with o

ther

agencie

s &

pro

fessio

nals

.

There

are

som

e lin

ks

with o

ther

agencie

s &

pro

fessio

nals

e.g

. FIR

ST.

Pra

ctitioners

are

pro

active in lin

kin

g

with a

range o

f oth

er

agencie

s &

pro

fessio

nals

.

Advic

e &

support

is u

sed t

o s

upport

indiv

idual childre

n.

Str

ong p

ositiv

e lin

ks w

ith o

ther

agencie

s &

pro

fessio

nals

are

in p

lace.

Childre

n's

needs a

re p

lanned f

or

holistically &

the im

pact

is m

onitore

d

by p

ractitioners

.

G

There

is n

o e

vid

ence o

f

unders

tandin

g o

f D

DA.

No c

opy o

f D

DA is h

eld

.

SEN

CO

/IN

CO

has a

n

unders

tandin

g o

f th

e

responsib

ilitie

s o

f D

DA.

Pra

ctitioners

have a

n u

nders

tandin

g

of

& m

eet

the r

esponsib

ilitie

s o

f th

e

DD

A.

The D

DA is r

eflecte

d in t

he e

thos &

policie

s o

f th

e s

ett

ing a

nd a

n a

udit

based A

ccessib

ility P

lan is in p

lace.


25


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 1

.5

CO

NTIN

UED

In

clu

siv

e p

racti

ce

Id

en

tifi

cati

on

&

pla

nn

ing

to

meet

the

need

s o

f vu

lnerab

lech

ild

ren

H

Vuln

era

ble

gro

ups/f

am

ilie

s a

re n

ot

identified.

Pra

ctitioners

are

aw

are

of

som

e v

uln

era

ble

gro

ups/f

am

ilie

s w

ithin

the c

om

munity.

Vuln

era

ble

childre

n &

their f

am

ilie

s

are

identified.

Som

e a

dditio

nal

support

is p

lanned f

or

childre

n &

som

e p

rogre

ss is m

ade.

Vuln

era

ble

childre

n &

their f

am

ilie

s a

re

identified.

The c

hildre

n a

re s

upport

ed

eff

ectively

thro

ugh a

range o

f

str

ate

gie

s &

pla

nnin

g t

ools

, e.g

. Pla

y

Pla

ns,

PSPs,

PEPs,

CAF &

childre

n

make g

ood p

rogre

ss.

PA

RT 1

NO

TES


26


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

PA

RT 1

NO

TES


27


PA

RT 2

- S

tatu

tory

Fra

mew

ork

for

the E

arly Y

ears

Foundation S

tage

Crit

eria

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…Exam

ple

s o

f Evid

ence

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.1S

afe

gu

ard

ing

Sussex C

hild

Pro

tection &

Safe

guard

ing

Pro

cedure

s;

Policie

s;

Passport

to L

earn

ing;

Cert

ific

ate

s;

Child P

rote

ction

flow

chart

;

WSCC C

hild P

rote

ction

lett

er

A

There

is n

o p

olic

y t

o

safe

guard

& p

rom

ote

the

welfare

of child

ren in the

sett

ing.

There

is a

policy t

o

safe

guard

& p

rom

ote

the

welfare

of

childre

n;

how

ever

it is in n

eed o

f

revie

w.

A c

lear

policy is in p

lace &

key

pra

ctitioners

are

confident

& a

ware

of

their d

uty

of

care

tow

ard

s a

ll

childre

n.

The s

afe

guard

ing p

olicy &

pro

cedure

s

are

im

ple

mente

d,

regula

rly r

evie

wed &

dis

sem

inate

d t

o a

ll p

ractitioners

,

inclu

din

g o

wner

/ com

mitte

e.

Info

rmation is s

hare

d a

ppro

priate

ly

with r

ele

vant

agencie

s.

B

No p

ractitioners

have

att

ended ‘In

troduction t

o

Child P

rote

ction’ tr

ain

ing.

Som

e p

ractitioners

have

att

ended ‘In

troduction t

o

Child P

rote

ction’ tr

ain

ing.

All p

ractitioners

have a

ttended c

hild

pro

tection t

rain

ing w

ithin

the last

thre

e y

ears

.

Managers

& s

uperv

isors

have a

ttended

multi agency t

rain

ing t

hro

ugh t

he

LSCB &

the d

esig

nate

d p

ers

on h

as

att

ended s

pecific

tra

inin

g t

o s

upport

them

in t

heir r

ole

.

C

A d

esig

nate

d p

ers

on f

or

child p

rote

ction &

safe

guard

ing is n

ot

identified /

uncle

ar

about

their r

ole

.

Desig

nate

d p

ers

on f

or

child p

rote

ction &

safe

guard

ing h

as a

n

unders

tandin

g o

f th

eir

responsib

ilitie

s.

Desig

nate

d p

ers

on f

or

child

pro

tection &

safe

guard

ing c

o

ord

inate

s w

hole

sett

ing s

upport

for

safe

guard

ing.

Suff

icie

nt

non-c

onta

ct

tim

e is a

llocate

d

during w

ork

hours

to e

nsure

the

desig

nate

d p

ers

on’s

role

is c

arr

ied o

ut

eff

ectively

.

SECTIO

N 2

.2

In

form

ati

on

&C

om

pla

ints

Info

rmation &

Com

pla

ints

book;

Pro

cedure

s;

Policie

s;

A

Lim

ited info

rmation

about

the c

hildre

n is

held

.

Info

rmation a

bout

indiv

idual childre

n is h

eld

but

not

update

d

regula

rly.

Info

rmation a

bout

indiv

idual childre

n

is h

eld

& r

egula

rly u

pdate

d.

Pro

cedure

s a

re in p

lace t

o e

nsure

pare

nts

/ p

ractitioners

share

all

rele

vant

info

rmation a

bout

indiv

idual

childre

n.

B

Policie

s &

pro

cedure

s a

re

out

of

date

or

not

com

munic

ate

d w

ith

pare

nts

.

Policie

s &

pro

cedure

s a

re

curr

ent

& a

re a

vailable

to p

ractitioners

&

pare

nts

.

Regula

rly u

pdate

d p

olicie

s &

pro

cedure

s t

hat

are

specific

to t

he

sett

ing &

reflect

curr

ent

pra

ctice a

re

eff

ectively

com

munic

ate

d t

o

pra

ctitioners

& p

are

nts

.

Pare

nts

are

giv

en o

pport

unitie

s t

o

contr

ibute

to t

he r

evie

w o

f policie

s &

pro

cedure

s t

hat

are

open,

transpare

nt,

on d

ispla

y &

are

em

bedded in

every

day p

ractice.

SECTIO

N 2

.3

Prem

ises,

Secu

rit

y &

Ou

tin

gs

Vis

itors

book;

Ris

k

Assessm

ents

;

Policie

s;

Pro

cedure

s

A

The p

rem

ises a

re n

ot

fully s

ecure

&

superv

isio

n o

f th

e

childre

n d

oes n

ot

alw

ays

pro

vid

e a

safe

environm

ent.

The p

rovid

er

is a

ware

of

the n

eed f

or

security

&

syste

ms a

re in p

lace t

o

ensure

childre

n r

em

ain

safe

whilst

indoors

&

out.

Policie

s c

overing t

he s

uperv

isio

n &

security

of

the c

hildre

n a

re in p

lace

& f

ollow

ed c

onsis

tently.

All p

ractitioners

are

aw

are

of

& a

dhere

to p

olicie

s r

egard

ing s

afe

ty &

security

,

whic

h a

re r

egula

rly u

pdate

d in lin

e

with c

urr

ent

legis

lation.


28


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.3

CO

NTIN

UED

Prem

ises,

Secu

rit

y &

Ou

tin

gs

B

There

are

no p

rocedure

s

in p

lace t

o r

ecord

vis

itors

or

for

the c

ollection o

f

childre

n b

y p

are

nts

/

care

rs.

There

are

suff

icie

nt

pro

cedure

s in p

lace f

or

record

ing v

isitors

& t

he

collection o

f childre

n b

y

pare

nts

/ c

are

rs.

All p

ractitioners

follow

str

ingent

pro

cedure

s t

o r

ecord

sett

ing v

isitors

& f

or

the c

ollection o

f childre

n b

y

pare

nts

/ c

are

rs.

Pare

nts

/ v

isitors

are

info

rmed o

f

safe

ty p

rocedure

s in p

lace.

Ris

k a

ssessm

ents

are

carr

ied o

ut

on

vis

itors

to t

he s

ett

ing &

regula

rly

revie

wed &

record

ed.

C

There

are

no e

ffective

pro

cedure

s in p

lace t

o

ensure

the s

afe

ty o

f

childre

n o

n o

utings.

All p

ractitioners

are

aw

are

of

safe

ty

pro

cedure

s f

or

outings,

inclu

din

g r

isk

assessm

ents

.

Pare

nts

pro

vid

e w

ritt

en p

erm

issio

n

for

all o

utings &

are

aw

are

of

cle

ar

rela

ted s

afe

ty p

rocedure

s,

inclu

din

g

record

ed r

isk a

ssessm

ents

.

All p

ractitioners

are

fully c

onvers

ant

with p

rocedure

s,

whic

h inclu

de s

pecific

risk a

ssessm

ents

for

each o

uting.

They

are

regula

rly m

onitore

d &

revie

wed &

com

munic

ate

d e

ffectively

to p

are

nts

.

SECTIO

N 2

.4

Med

icin

es,

Illn

esses

& I

nju

rie

s

Medic

ation f

orm

s;

Medic

ation log b

ook;

Accid

ent/

Incid

ent

book;

Passport

to L

earn

ing;

Cert

ific

ate

s;

Pro

cedure

s;

Policie

s

A

There

is n

o p

olic

y /

reco

rdin

g s

yste

m for

adm

inistr

ation o

f

medic

ines.

There

is a

polic

y for

adm

inistr

ation o

f

medic

ines &

indiv

idual

writt

en r

eco

rds

are

kept,

sta

ting r

easo

ns

for

adm

inistr

ation.

A p

olicy &

pro

cedure

s f

or

adm

inis

tration &

sto

rage o

f

medic

ines a

re c

learly c

om

munic

ate

d

to p

are

nts

.

Policie

s &

pro

cedure

s f

or

adm

inis

tration o

f m

edic

ines r

eflect

curr

ent

requirem

ents

& legis

lation &

are

know

n &

follow

ed b

y p

ractitioners

.

B

No w

ritt

en p

erm

issio

n

about

medic

ines is

pro

vid

ed b

y p

are

nts

Writt

en p

erm

ission is

pro

vid

ed b

y p

are

nts

/care

rs

for each

day the m

edic

ine

is required &

pare

nts

are

notified w

hen m

edic

ine

has

been a

dm

iniste

red.

Pra

ctitio

ners

ensu

re s

ufficie

nt

info

rmation a

bout th

e m

edical co

nditio

n

of any c

hild

with long-t

erm

medic

al

needs

is r

eco

rded &

all

pra

ctitioners

are

aw

are

.

Where

necessary

, additio

nal tr

ain

ing is

pro

vid

ed b

y a

qualified h

ealth o

ffic

ial &

is s

pecific

to t

he indiv

idual child

concern

ed.

C

Pra

ctitioners

do n

ot know

who s

hould

be info

rmed o

f

illness

, in

cidents

or

accidents

.

There

is u

nce

rtain

ty w

hen

rele

vant agencie

s sh

ould

be info

rmed o

f illn

ess,

incidents

or

acc

idents

.

All

pra

ctitioners

are

aw

are

of

pro

cedure

s to follow

when a

child

beco

mes

ill w

hils

t at th

e s

ett

ing &

when

an incident or acc

ident occ

urs

.

Pra

ctitio

ners

are

cle

ar about co

nta

ctin

g

all

rele

vant agencie

s a

bout illn

ess,

incident or acc

ident w

here

appro

priate

.

D

No p

roce

dure

s a

re in p

lace

to reco

rd illn

ess

, in

cidents

& a

cci

dents

.

There

are

pro

cedure

s in

pla

ce to r

ecord

illn

ess,

incidents

& a

ccidents

.

Pare

nts

are

kept in

form

ed a

bout th

e

cle

ar

pro

cedure

s fo

r re

cord

ing illness,

incidents

& a

ccidents

.

Cle

ar,

record

ing p

rocedure

s in

clude

monitoring &

evalu

ation o

f th

e a

ccid

ent &

incident book. This is

part

of th

e o

vera

ll

regula

r risk

ass

essm

ent pro

cedure

.

E

There

is n

ot

alw

ays a

pra

ctitioner

hold

ing a

curr

ent

paedia

tric

first

aid

qualification o

n d

uty

.

Suff

icie

nt

pra

ctitioners

have a

12-h

our

paedia

tric

first

aid

qualification t

o e

nsure

a

qualified p

ers

on is

alw

ays o

n d

uty

.

All p

ractitioners

hold

a 1

2-h

our

paedia

tric

first

aid

qualification.

12-h

our

paedia

tric

first

aid

qualifications a

re r

enew

ed o

n a

thre

e

yearly c

ycle

for

all p

ractitioners

.

Som

e P

ractitioners

hold

a ‘First

Aid

in

the W

ork

pla

ce’ qualification.


29


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.5

Fo

od

& D

rin

k

Safe

r Food,

Bett

er

Busin

ess;

Environm

enta

l H

ealth

regis

tration;

Passport

to L

earn

ing;

Cert

ific

ate

s;

Pro

cedure

s;

Policie

s;

A

Fre

sh d

rinkin

g w

ate

r is

not

readily a

vailable

.

Pra

ctitioners

are

unaw

are

of

what

constitu

tes h

ealthy f

ood

& s

nacks.

Fre

sh d

rinkin

g w

ate

r is

available

.

Food &

snacks o

ffere

d t

o

childre

n a

re m

ain

ly

healthy &

nutr

itio

us.

Fre

sh d

rinkin

g w

ate

r is

readily

available

to c

hildre

n t

o a

ccess

independently.

The f

ood &

snacks p

rovid

ed f

or

childre

n o

ffer

a h

ealthy b

ala

nce.

There

are

cle

ar

guid

elines f

or

sharing

info

rmation w

ith p

are

nts

on a

child’s

part

icula

r die

tary

requirem

ents

.

Pare

nts

are

support

ed t

o p

rovid

e

healthy lunch b

oxes w

here

appro

priate

.

B

There

are

insuff

icie

nt

pra

ctitioners

appro

priate

ly t

rain

ed f

or

handling f

ood s

afe

ly.

Key p

ractitioners

have

com

ple

ted t

heir f

ood

hygie

ne c

ert

ific

ate

&

have a

n u

nders

tandin

g

of

their r

esponsib

ilitie

s

tow

ard

s f

ood h

andling.

Pra

ctitioner’s induction t

rain

ing

inclu

des t

he h

andling &

pre

para

tion

of

food.

Pro

vid

ers

are

fully a

ware

of

their

responsib

ilitie

s f

or

food h

ygie

ne &

dis

sem

inate

this

info

rmation t

o a

ll

pra

ctitioners

.

C

The p

rovid

er

is n

ot

regis

tere

d w

ith

Environm

enta

l Health.

Food r

ela

ted illn

ess

es a

re

not re

port

ed.

The p

rovid

er

is registe

red

with E

nvironm

enta

l

Health.

Food r

ela

ted illn

ess

es a

re

not co

nsis

tently r

eport

ed

to O

fste

d.

The p

rovid

er

is r

egis

tere

d w

ith

Environm

enta

l H

ealth &

consis

tently

follow

s a

robust

pro

cedure

for

report

ing f

ood r

ela

ted illnesses t

o

Ofs

ted.

The p

rovid

er

know

s &

unders

tands t

he

pro

cedure

s f

or

report

ing a

notifiable

dis

ease t

o O

fste

d &

where

necessary

to a

ct

on a

dvic

e g

iven b

y t

he H

ealth

Pro

tection A

gency.

SECTIO

N 2

.6

Sm

okin

g,

Alc

oh

ol/

oth

er

Su

bsta

nces

Pro

cedure

s;

Policie

s;

A

There

is n

o p

olicy in

pla

ce t

o e

nsure

childre

n

are

kept

in a

sm

oke f

ree

environm

ent

whilst

at

the s

ett

ing.

There

is a

policy t

o

ensure

the e

nvironm

ent

is a

non-s

mokin

g a

rea

both

insid

e &

out

whilst

bein

g u

sed f

or

childcare

.

A c

lear

policy is in p

lace t

o e

nsure

the e

nvironm

ent

insid

e &

out

is a

non-s

mokin

g a

rea w

hilst

the c

hildre

n

are

care

d f

or

& t

he s

pace is w

ell

ventila

ted.

All p

ractitioners

, pare

nts

& /

or

oth

er

users

are

made a

ware

of

& f

ollow

the

policy e

nsuring t

here

is a

sm

oke-f

ree

environm

ent

both

insid

e &

out

at

all

tim

es.

B

There

is n

o p

olicy t

o

ensure

pra

ctitioners

do

not

care

for

childre

n

whilst

under

the

influence o

f alc

ohol or

any o

ther

substa

nce.

There

is a

cle

ar

policy t

o

ensure

pra

ctitioners

are

not

under

the influence

of

alc

ohol or

any o

ther

substa

nce w

hilst

caring

for

childre

n.

Rele

vant

policie

s a

re d

iscussed

during induction p

rocedure

.

Appro

priate

checks a

re c

om

ple

ted t

o

inclu

de h

ealth d

ecla

ration.

Pra

ctitioners

have indiv

idual in

duction

packs c

onta

inin

g r

ele

vant

policie

s &

pro

cedure

s &

com

ple

te h

ealth

decla

rations a

nnually,

self-c

ert

ifyin

g

their m

edic

al suitability t

o w

ork

with

childre

n.

SECTIO

N 2

.7

Beh

avio

ur

Man

ag

em

en

t

Pro

cedure

s;

Policie

s;

Passport

to L

earn

ing;

Cert

ific

ate

s;

A

There

is n

o B

ehavio

ur

Managem

ent

/ Socia

l &

Em

otional D

evelo

pm

ent

policy in p

lace.

There

is a

Behavio

ur

Managem

ent

/ Socia

l &

Em

otional D

evelo

pm

ent

policy in p

lace.

All p

ractitioners

are

aw

are

of

the

conte

nt

of

the B

ehavio

ur

Managem

ent

/ Socia

l &

Em

otional

Develo

pm

ent

policy.

The B

ehavio

ur

Managem

ent

/ Socia

l &

Em

otional D

evelo

pm

ent

policy is

regula

rly r

evie

wed &

reflects

curr

ent

pra

ctice.

B

Pra

ctitioners

occasio

nally

thre

ate

n o

r carr

y o

ut

punis

hm

ent

as a

means

of

managin

g b

ehavio

ur.

Pra

ctitioners

are

cle

ar

that

punis

hm

ent

should

not

be t

hre

ate

ned o

r

carr

ied o

ut

as a

means

of

managin

g b

ehavio

ur.

Pra

ctitioners

access a

ppro

priate

train

ing r

ela

ting t

o p

rom

oting

positiv

e b

ehavio

ur.

Rele

vant

train

ing is a

ttended r

egula

rly

& c

ascaded e

ffectively

to a

ll s

taff

.


30


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.8S

afe

Recru

itm

en

t

Independent

Safe

guard

ing A

uth

ority

(ISA);

Crim

inal Record

s

Bure

au (

CRB);

The C

hildcare

Com

mitte

e S

upport

Pack;

Ofs

ted f

orm

s;

Recru

itin

g &

reta

inin

g

your

sta

ff t

eam

A

Recru

itm

ent

pro

cedure

s

are

not

adequate

to

ensure

those e

mplo

yed

are

suitable

to w

ork

with

childre

n.

There

are

pro

cedure

s in

pla

ce f

or

recru

itin

g n

ew

pra

ctitioners

to e

nsure

they a

re s

uitable

to w

ork

with c

hildre

n.

There

are

robust

recru

itm

ent/

vett

ing

pro

cedure

s in p

lace.

Record

s f

or

all p

ractitioners

are

com

pre

hensiv

e.

A h

igh level of

info

rmation is s

ought

regard

ing p

ractitioners

befo

re t

hey

sta

rt w

ork

(e.g

. re

gis

tration w

ith I

SA,

CRB,

refe

rences,

com

ple

te

em

plo

ym

ent

his

tory

, qualifications,

medic

al suitability).

B

Ofs

ted h

ave n

ot

been

info

rmed o

f changes

made t

o t

he s

erv

ices

that

may a

ffect

the

suitability o

f th

e p

rovid

er

or

pers

ons c

aring f

or

childre

n.

The p

rovid

er

is a

ware

of

the info

rmation r

equired

by O

fste

d info

rmin

g

them

of

any c

hanges t

o

their s

erv

ices.

The p

rovid

er

is f

ully a

ware

of

the

info

rmation r

equired b

y O

fste

d

info

rmin

g t

hem

of

any c

hanges t

o

their s

erv

ices &

would

do s

o w

ithin

the e

xpecte

d t

imescale

s.

Ofs

ted a

re k

ept

fully info

rmed o

f any

changes t

o t

he s

erv

ices p

rovid

ed t

hat

may a

ffect

the s

uitability o

f th

e

pro

vid

er

or

pers

ons c

aring f

or

childre

n.

C

Managem

ent

/

Chairpers

on is n

ot

aw

are

of

the n

eed t

o n

otify

Ofs

ted o

f any c

hanges t

o

the s

ett

ing’s

com

mitte

e /

managem

ent

str

uctu

re.

Managem

ent

/

Chairpers

on is a

ware

of

the n

eed t

o n

otify

Ofs

ted

of

any c

hanges t

o t

he

sett

ing’s

com

mitte

e /

managem

ent

str

uctu

re.

Managem

ent

/ Chairpers

on is a

ware

of

the n

eed t

o n

otify

Ofs

ted o

f any

changes t

o t

he s

ett

ing’s

com

mitte

e /

managem

ent

str

uctu

re &

would

do

so in t

he a

ppro

priate

way.

Ofs

ted a

re k

ept

fully info

rmed o

f any

changes t

o t

he C

om

mitte

e /

Managem

ent

str

uctu

re.

A d

eta

iled

handover

pro

cedure

is in p

lace f

or

changes t

o t

he C

om

mitte

e /

Managem

ent

str

uctu

re.

SECTIO

N 2

.9

Qu

ali

ficati

on

s,

Train

ing

, S

kil

ls &

Kn

ow

led

ge

CW

DC A

udit t

ool;

Tra

inin

g &

Develo

pm

ent

Pla

n;

Managin

g t

he

perf

orm

ance o

f your

sta

ff t

eam

A

Only

key m

em

bers

of

the

team

hold

full &

rele

vant

qualifications.

All p

ractitioners

are

work

ing t

ow

ard

s

achie

vin

g a

full &

rele

vant

qualification a

t

level 3.

The q

ualifications o

f pra

ctitioners

are

full &

rele

vant

& a

ll h

old

at

least

a

level 3 q

ualification.

Leaders

& m

anagers

are

qualified t

o

level 4 o

r above.

B

At

tim

es t

here

are

insuff

icie

nt

levels

of

qualified p

ractitioners

to

meet

the m

inim

um

sta

tuto

ry r

equirem

ents

.

There

are

suff

icie

nt

levels

of

qualified

pra

ctitioners

pre

sent

at

all t

imes.

Som

e p

ractitioners

have o

r are

stu

dyin

g a

qualification a

t le

vel 4 o

r

above.

The s

ett

ing is w

ork

ing t

ow

ard

s

em

plo

yin

g a

gra

duate

to lead

pra

ctice in t

he E

YFS.

There

are

hig

h levels

of

qualifications

thro

ughout

the s

ett

ing.

The s

ett

ing e

mplo

ys a

gra

duate

to lead

pra

ctice in t

he E

YFS w

ho h

as E

YPS o

r

is o

n a

path

way t

o a

chie

vin

g E

YPS.

C

The C

WD

C a

udit t

ool has

not

been c

om

ple

ted.

The C

WD

C a

udit t

ool has

all p

ractitioner

qualifications &

tra

inin

g

deta

ils r

ecord

ed &

audited.

The C

WD

C a

udit t

ool has d

eta

ils o

f

all p

ractitioner

qualifications &

train

ing.

It is u

sed t

o s

upport

the

sett

ing’s

tra

inin

g &

develo

pm

ent

pla

n.

The info

rmation f

rom

the C

WD

C a

udit

tool is

regula

rly r

evie

wed &

used t

o

info

rm t

he c

ycle

of

the t

rain

ing &

develo

pm

ent

pla

n.

This

identifies &

support

s t

he indiv

idual’s t

rain

ing

needs.


31


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.9

CO

NTIN

UED

Qu

ali

ficati

on

s,

Train

ing

, S

kil

ls &

Kn

ow

led

ge

D

Pra

ctitioner

Pro

file

s a

re

not

com

ple

ted.

Pra

ctitioner

pro

file

s h

ave

been c

om

ple

ted f

or

the

majo

rity

of

the

work

forc

e.

Pra

ctitioner

pro

file

s h

ave b

een

com

ple

ted f

or

the e

ntire

work

forc

e

Pra

ctitioner

pro

file

s a

re c

om

ple

ted &

the m

anager

pro

vid

es E

CS w

ith a

n u

p

to d

ate

record

of

the q

ualifications &

train

ing t

hat

all p

ractitioners

em

plo

yed

by t

he s

ett

ing h

ave a

chie

ved.

E

There

is n

o induction

train

ing f

or

new

pra

ctitioners

.

New

pra

ctitioners

have

som

e in-h

ouse induction

train

ing w

hic

h is

unpla

nned &

not

record

ed.

A p

lanned induction p

rogra

mm

e

(inclu

din

g in-h

ouse &

exte

rnal

train

ing)

is in p

lace &

pro

gre

ss is

record

ed t

o a

ssis

t new

pra

ctitioners

in u

nders

tandin

g h

ow

the p

rovis

ion

opera

tes &

their r

ole

within

it.

In a

dditio

n t

o r

eceiv

ing a

full

induction,

new

pra

ctitioners

als

o

att

end t

he C

WD

C M

ulti-

Agency

Com

mon I

nduction P

rogra

mm

e.

F

There

is n

o a

ppra

isal

syste

m in p

lace.

There

are

annual

appra

isals

, how

ever

these a

re n

ot

revie

wed.

There

are

annual appra

isals

whic

h

are

revie

wed &

used t

o s

et

realistic

targ

ets

for

all p

ractitioners

.

All p

ractitioners

have a

nnual appra

isals

& r

egula

r 1:1

meetings,

whic

h a

re

record

ed &

monitore

d.

These identify

furt

her

support

&/o

r tr

ain

ing n

eeds f

or

indiv

iduals

or

the s

ett

ing.

SECTIO

N 2

.10

Sta

ffin

gA

rran

gem

en

ts

Sta

ff r

ota

s;

Managem

ent

str

uctu

re;

The C

hildcare

Com

mitte

e S

upport

Pack

A

Adult/c

hild r

atios a

re n

ot

met

appro

priate

ly.

Adult/c

hild r

atios a

re

genera

lly m

et

appro

priate

ly t

hro

ughout

the d

ay.

Adult/c

hild r

atios a

re m

et

&

main

tain

ed a

t all t

imes t

hro

ughout

the d

ay.

Advance p

lannin

g is in p

lace &

is

regula

rly r

evie

wed t

o e

nsure

that

adult/c

hild r

atios a

re a

lways m

et

&

main

tain

ed.

B

There

are

no

contingency

arr

angem

ents

in p

lace t

o

addre

ss s

taff

absence &

em

erg

encie

s.

There

are

contingency

arr

angem

ents

in p

lace t

o

addre

ss s

taff

absence &

em

erg

encie

s.

Contingency p

lans a

re in p

lace t

o

addre

ss s

taff

absences &

em

erg

encie

s.

The s

ett

ing h

as

adequate

bank s

taff

to c

over

such

absences.

Contingency p

lans a

re in p

lace t

o

addre

ss s

taff

absences &

em

erg

encie

s.

Where

bank s

taff

are

required t

he

sett

ing e

nsure

s t

hat

dis

ruptions a

re

kept

to a

min

imum

ensuring t

he c

hild

receiv

es a

consis

tent

experience.

C

Volu

nte

ers

/ c

om

mitte

e

mem

bers

are

not

giv

en

any info

rmation &

guid

ance a

s t

o t

heir r

ole

s

& r

esponsib

ilitie

s,

whilst

they a

re in t

he s

ett

ing.

Volu

nte

ers

/ c

om

mitte

e

mem

bers

are

giv

en s

om

e

info

rmation &

guid

ance

as t

o t

heir r

ole

s &

responsib

ilitie

s,

whilst

they a

re in t

he s

ett

ing.

Volu

nte

ers

/ c

om

mitte

e m

em

bers

are

giv

en f

ull info

rmation &

guid

ance

on t

heir r

ole

s &

responsib

ilitie

s,

whilst

in t

he s

ett

ing.

Volu

nte

ers

/ c

om

mitte

e m

em

bers

are

fully s

upport

ed &

fre

quently p

lay a

n

active r

ole

within

the s

ett

ing.

D

There

is n

o n

am

ed

deputy

manager

/

superv

isor.

There

is a

nam

ed d

eputy

manager

/ superv

isor.

There

are

additio

nal nam

ed

pra

ctitioners

who a

re a

ble

to t

ake

responsib

ility in t

he a

bsence o

f th

e

manager

/ superv

isor.

There

is a

cle

ar

leaders

hip

/

managem

ent

str

uctu

re w

ithin

the

sett

ing.


32


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.11

Ris

k A

ssessm

en

tP

rem

ises &

Eq

uip

men

t

Ris

k a

ssessm

ents

;

Policie

s;

Pro

cedure

s;

Fire e

vacuation log;

Public L

iability

Insura

nce

docum

enta

tion;

Health &

safe

ty

record

s;

Passport

to L

earn

ing;

Cert

ific

ate

s

A

Ris

k a

ssessm

ents

are

not

com

ple

ted f

or

indoor

&

outd

oor

environm

ents

.

Regula

r risk a

ssessm

ents

are

com

ple

ted f

or

indoor

& o

utd

oor

environm

ents

to e

nsure

that

hazard

s

are

kept

to m

inim

um

.

Ris

k a

ssessm

ents

are

com

ple

ted

regula

rly f

or

indoor

& o

utd

oor

environm

ents

. They a

re r

evie

wed

regula

rly &

record

s a

re k

ept

to s

how

how

hazard

s h

ave b

een k

ept

to a

min

imum

.

Ris

k a

ssessm

ents

are

work

ing

docum

ents

, w

hic

h a

re r

egula

rly

revie

wed b

y a

ll p

ractitioners

.

Opport

unity is p

rovid

ed f

or

pare

nta

l

input

as w

ell a

s c

om

mitte

e /

landlo

rd

part

icip

ation.

B

There

is n

o H

ealth &

Safe

ty p

olicy in p

lace.

A H

ealth &

Safe

ty p

olicy

is in p

lace.

A r

obust

Health &

Safe

ty p

olicy is in

pla

ce &

all p

ractitioners

are

aw

are

of

it.

A r

obust

Health &

Safe

ty p

olicy is in

pla

ce,

whic

h is r

evie

wed r

egula

rly,

& a

nam

ed H

ealth &

Safe

ty O

ffic

er

keeps

pra

ctitioners

up-t

o-d

ate

with n

ew

regula

tions /

legis

lation.

C

There

are

no p

rocedure

s

in p

lace f

or

em

erg

ency

evacuations.

There

are

pro

cedure

s in

pla

ce f

or

em

erg

ency

evacuations.

There

are

cle

ar,

record

ed e

vacuation

pro

cedure

s in p

lace,

whic

h a

ll

pra

ctitioners

know

& u

nders

tand.

Cle

ar,

record

ed e

vacuation p

rocedure

s

are

in p

lace &

a d

eta

iled F

ire L

og B

ook

is in p

lace.

This

is r

egula

rly r

evie

wed &

identified issues a

re r

esolv

ed.

D

Fire a

larm

s /

safe

ty

equip

ment

are

not

checked r

egula

rly o

r

kept

in g

ood w

ork

ing

ord

er.

Fire a

larm

s &

safe

ty

equip

ment

are

checked.

Fire a

larm

s &

safe

ty e

quip

ment

are

checked &

main

tain

ed r

egula

rly.

Fire r

egula

tion inspections &

Port

able

Appliance T

esting (

PAT)

inspections

are

carr

ied o

ut

annually.

E

The p

rovid

er

is n

ot

cle

ar

when t

o n

otify

Ofs

ted o

f

any c

hanges t

o t

he

pre

mis

es.

The p

rovid

er

is a

ware

of

when O

fste

d s

hould

be

info

rmed o

f any c

hanges

to t

he p

rem

ises.

The p

rovid

er

notifies O

fste

d o

f any

changes t

o t

he p

rem

ises.

The p

rovid

er

is f

ully c

onvers

ant

with

Ofs

ted r

equirem

ents

& t

imescale

s

rele

vant

to a

ny c

hanges t

o t

he

pre

mis

es.

F

Space &

facilitie

s a

re n

ot

alw

ays a

ppro

priate

or

suff

icie

nt.

The s

ett

ing is a

ccessib

le

for

all c

hildre

n,

as f

ar

as

possib

le,

& t

he s

pace &

facilitie

s m

eet

requirem

ents

.

The p

rem

ises w

ith a

ppro

priate

toileting /

kitchen f

acilitie

s a

re e

asily

accessib

le t

o a

ll &

kept

cle

ar,

cle

an &

ventila

ted.

Pro

cedure

s a

re in p

lace t

o r

evie

w &

evalu

ate

the s

uitability o

f pre

mis

es &

equip

ment

in o

rder

to e

nsure

the

needs o

f all c

hildre

n a

re m

et.

G

The p

rovid

er

does n

ot

have s

ole

use o

f th

e

pre

mis

es w

hilst

opera

ting o

r carr

y p

ublic

liability insura

nce.

The p

rovid

er

does n

ot

have s

ole

use o

f th

e

pre

mis

es w

hilst

opera

ting.

Public lia

bility

is in p

lace &

dis

pla

yed.

The p

rem

ises a

re f

or

the s

ole

use o

f

the p

rovid

er

whilst

opera

ting &

they

carr

y &

dis

pla

y p

ublic lia

bility.

The p

rovid

er

ow

ns t

he b

uildin

g &

/or

takes a

ll n

ecessary

ste

ps t

o e

nsure

oth

er

users

outs

ide s

ett

ing h

ours

do

not

have a

negative im

pact

on t

he

quality

& s

afe

ty o

f th

e p

rovis

ion.


33


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 2

.12

Org

an

isati

on

&D

ocu

men

tati

on

Policie

s;

Org

anis

ational

str

uctu

re r

ecord

s;

Job D

escriptions;

Contr

acts

of

em

plo

ym

ent

A

The s

ett

ing d

oes n

ot

hold

info

rmation &

docum

enta

tion a

bout

the

childre

n in t

heir c

are

.

The s

ett

ing h

old

s

suff

icie

nt

info

rmation &

docum

enta

tion a

bout

the

childre

n.

Info

rmation &

docum

enta

tion a

bout

the c

hildre

n,

inclu

din

g a

ny a

dditio

nal

needs t

hey h

ave is f

ull &

com

ple

te.

Full &

com

ple

te info

rmation &

docum

enta

tion is r

ecord

ed

appro

priate

ly,

regula

rly r

evie

wed &

update

d.

B

No s

yste

m is in p

lace t

o

sto

re &

main

tain

record

s,

rela

ting t

o t

he s

afe

,

eff

icie

nt

managem

ent

of

the s

ett

ing.

An a

dequate

syste

m is in

pla

ce t

o s

tore

& m

ain

tain

record

s &

these a

re

made a

vailable

to

Ofs

ted.

Record

s a

re s

tore

d &

main

tain

ed

secure

ly t

akin

g into

account

the

need f

or

confidentially.

They a

re

accessib

le t

o a

ny o

ther

pro

fessio

nals

/ agencie

s w

ith a

rig

ht

to s

ee t

hem

in a

dditio

n t

o O

fste

d.

A c

lear,

eff

ective,

secure

syste

m is in

pla

ce f

or

hold

ing a

ll r

ele

vant

record

s &

info

rmation r

ela

ting t

o t

he s

afe

,

eff

icie

nt

managem

ent

of

the s

ett

ing.

The p

rovid

er

unders

tands t

heir D

ata

Pro

tection r

esponsib

ilitie

s.

C

The s

ett

ing d

oes n

ot

have a

n o

rganis

ational

str

uctu

re.

The s

ett

ing h

as a

basic

org

anis

ational str

uctu

re.

The s

ett

ing’s

cle

ar

org

anis

ational

str

uctu

re is a

ppro

priate

to t

he

sett

ing.

The s

ett

ing’s

org

anis

ational str

uctu

re

is s

uccessfu

lly p

lanned s

o t

hat

pra

ctitioners

are

pro

vid

ed w

ith a

cle

ar

path

of

pro

fessio

nal develo

pm

ent.

D

Pra

ctitioners

do n

ot

have

a job d

escription &

pers

on s

pecific

ation &

no

writt

en c

ontr

acts

of

em

plo

ym

ent.

Only

key p

ractitioners

have a

job d

escription &

pers

on s

pecific

ation &

a

writt

en c

ontr

act

of

em

plo

ym

ent.

All p

ractitioners

have a

job

description &

pers

on s

pecific

ation,

whic

h is r

ele

vant

to t

heir p

ost

&

identifies a

ny k

ey r

ole

s t

hey h

old

.

All p

ractitioners

who h

ave a

key r

ole

share

ele

ments

of

best

pra

ctice &

CPD

opport

unitie

s w

ithin

& b

eyond t

he

sett

ing.

PA

RT 2

NO

TES


34


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

PA

RT 2

NO

TES


35


PA

RT 3

Crit

eria

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…Exam

ple

s o

f Evid

ence

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 3

.1In

co

me &

Exp

en

dit

ure

Bank s

tate

ments

;

Cash f

low

spre

adsheet,

incom

e &

expenditure

record

s;

Accounts

;

Occupancy f

ore

casts

;

Fundin

g a

pplications;

Fre

e E

ntitlem

ent

paperw

ork

& r

ecord

s

A

The s

ett

ing is u

naw

are

of

actu

al opera

tional costs

(e.g

. w

ages,

pre

mis

es).

Essential paym

ents

are

made d

ependin

g o

n

available

funds.

The s

ett

ing h

as h

isto

ric

opera

tional costs

.

The s

ett

ing is a

ware

of

costs

&

incom

e s

tream

s.

All o

pera

ting c

osts

& incom

e s

tream

s

are

fore

cast.

They a

re a

ssessed,

accura

tely

record

ed &

report

ed o

n a

month

ly b

asis

.

B

Incom

e is n

ot

record

ed

accura

tely

, assessed o

r

fore

cast

& f

inancia

l bre

ak

even p

oin

t is

not

know

n.

There

is lim

ited

unders

tandin

g o

f th

e

futu

re f

inancia

l pic

ture

or

bre

ak e

ven p

oin

t.

Appro

priate

tools

are

used t

o

fore

cast

at

least

12 m

onth

s a

head t

o

unders

tand t

he s

ett

ing’s

fin

ancia

l

bre

ak e

ven p

oin

t.

There

is a

1-2

year

cash f

low

fore

cast

in p

lace.

This

info

rmation is u

sed f

or

busin

ess p

lannin

g.

C

Occupancy levels

required t

o b

reak e

ven

are

not

know

n.

Occupancy levels

required t

o b

reak e

ven

are

uncert

ain

.

Occupancy levels

required t

o b

reak

even a

re k

now

n.

Occupancy is f

ore

cast

at

least

12

month

s a

head.

D

An o

verd

raft

facility is

used r

egula

rly w

ithout

forw

ard

pla

nnin

g.

An o

verd

raft

facility is

used o

ccasio

nally

without

forw

ard

pla

nnin

g.

An o

verd

raft

facility is r

are

ly u

sed o

r

only

used o

ccasio

nally w

ith f

orw

ard

pla

nnin

g.

No o

verd

raft

required o

r th

ere

is

managed u

se o

f an o

verd

raft

facility.

E

The s

ett

ing is u

ncle

ar

of

HM

RC r

equirem

ents

&

these p

aym

ents

are

not

up t

o d

ate

.

A p

lan is in o

pera

tion t

o

resolv

e a

ny a

rrears

/outs

tandin

g p

aym

ents

.

There

are

no o

uts

tandin

g H

MRC

paym

ents

.

F

There

is n

o c

ontingency

fund &

no f

undra

isin

g

takes p

lace.

There

is a

sm

all

contingency f

und &

som

e

fundra

isin

g t

akes p

lace.

There

are

regula

r paym

ents

,

inclu

din

g f

undra

isin

g,

made t

o a

contingency f

und &

there

is a

targ

et

of

required r

eserv

es f

or

exit c

osts

(e.g

. fo

r re

dundancy p

aym

ents

).

There

is a

contingency f

und w

ith

enough r

eserv

es f

or

exit c

osts

.

Fundra

isin

g a

ctivitie

s t

ake p

lace

regula

rly.

G

Where

applicable

, th

e

sett

ing is n

ot

regis

tere

d

with t

he C

harity

Com

mis

sio

n.

Where

applicable

, th

e s

ett

ing is

regis

tere

d w

ith t

he C

harity

Com

mis

sio

n.


36


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

SECTIO

N 3

.2Fu

nd

ing

,

Mo

nit

orin

g &

In

form

ati

on

New

Childcare

Pla

ce

Fundin

g;

Fre

e E

ntitlem

ent

Agre

em

ent;

Sett

ing p

rofile

s;

Census

A

The s

ett

ing is u

naw

are

of

any f

undin

g t

hat

is

available

to t

hem

fro

m

the E

CS.

There

is s

om

e

unders

tandin

g o

f th

e

fundin

g t

hat

is a

vailable

from

the E

CS.

The s

ett

ing u

nders

tands &

applies

for

the f

undin

g t

hey c

an a

ccess f

rom

the E

CS.

The s

ett

ing a

ctively

seeks o

ut

all

available

fundin

g s

tream

s,

inclu

din

g

exte

rnal fu

ndin

g t

o s

upport

their

activitie

s.

B

The s

ett

ing h

as n

ot

sig

ned &

retu

rned t

he

Fre

e E

ntitlem

ent

(FE)

agre

em

ent.

The s

ett

ing r

etu

rns t

he

FE a

gre

em

ent

when

requeste

d,

how

ever

they

have little u

nders

tandin

g

of

the k

ey p

rincip

les.

The s

ett

ing r

etu

rns t

he F

E

agre

em

ent

when r

equeste

d &

has a

full u

nders

tandin

g o

f th

e p

rincip

les.

The s

ett

ing r

etu

rns t

he F

E a

gre

em

ent

& c

om

plies f

ully w

ith a

ssocia

ted d

ata

requests

.

C

The s

ett

ing d

oes n

ot

retu

rn W

SCC m

onitoring

& info

rmation f

orm

s

(e.g

. Census,

sett

ing

pro

file

s).

The s

ett

ing r

etu

rns s

om

e

WSCC m

onitoring &

info

rmation f

orm

s w

hen

pro

mpte

d o

r th

ey a

re

part

ially c

om

ple

te.

The s

ett

ing r

etu

rns W

SCC

monitoring &

info

rmation f

orm

s

when r

equeste

d.

They h

ave a

good

unders

tandin

g o

f th

e r

equirem

ents

&

reasons f

or

this

monitoring.

The s

ett

ing r

etu

rns W

SCC m

onitoring

& info

rmation f

orm

s p

rom

ptly.

They

have a

full u

nders

tandin

g o

f th

e

requirem

ents

& r

easons f

or

this

monitoring.

SECTIO

N 3

.3D

eb

t

Debto

rs lis

t;

Policy &

pro

cedure

s;

Fundra

isin

g r

ecord

s;

Contingency p

lannin

g

A

There

is a

n u

nknow

n o

r

hig

h level of

bad d

ebt.

There

are

incre

asin

g

levels

of

bad d

ebt

& a

debto

r’s lis

t is

in

opera

tion.

The d

ebto

r’s lis

t show

s s

om

e

outs

tandin

g d

ebt.

There

are

curr

ently n

o d

ebto

rs.

B

There

are

no p

ublished &

enfo

rced f

ee p

olicie

s.

There

is a

fee p

olicy &

som

e p

aym

ent

pla

ns in

pla

ce.

A c

lear

fee p

olicy &

pro

cedure

s a

re

in p

lace &

agre

ed w

ith p

are

nts

. D

ebt

managem

ent

solu

tions /

paym

ent

pla

ns a

re in p

lace.

The s

ett

ing h

as a

cle

ar,

robust

policy &

pro

cedure

s in p

lace,

whic

h a

re

adhere

d t

o a

t all t

imes.

SECTIO

N 3

.4C

om

mit

tee

Constitu

tion;

Com

mitte

e m

eeting

min

ute

s;

The

Childcare

Com

mitte

e

Support

Pack

A

There

is n

o g

overn

ing

docum

ent

(e.g

.

constitu

tion).

There

is a

govern

ing

docum

ent.

There

is a

govern

ing d

ocum

ent,

whic

h is s

hare

d w

ith a

ll m

em

bers

of

the c

om

mitte

e.

The s

hare

d g

overn

ing d

ocum

ent

or

constitu

tion is u

sed e

ffectively

to

info

rm t

he c

om

mitte

e o

f th

e r

ule

s t

hat

govern

the o

pera

tion o

f th

eir s

ett

ing.

B

There

is n

ot

a f

ull

com

ple

ment

of

com

mitte

e m

em

bers

.

No p

lans/p

rocedure

s a

re

in p

lace t

o a

chie

ve t

his

.

Com

mitte

e m

em

bers

are

curr

ently b

ein

g

recru

ited.

There

is a

full c

om

ple

ment

of

com

mitte

e m

em

bers

who h

ave a

n

aw

are

ness o

f th

eir r

ole

&

responsib

ilitie

s.

A r

ecru

itm

ent

str

ate

gy is in p

lace t

o

ensure

a f

ull c

om

ple

ment

of

com

mitte

e

mem

bers

at

all t

imes.

They a

re

actively

engaged in t

he m

anagem

ent

of

the s

ett

ing.

SECTIO

N 3

.5B

usin

ess P

lan

nin

gBusin

ess p

lan;

Mark

eting

Pla

n;

Str

ength

s,

Weaknesses,

Opport

unitie

s &

Thre

ats

(SW

OT)

analy

sis

A

There

is n

o b

usin

ess p

lan

& t

here

is n

o b

udget

for

mark

eting a

ctivitie

s.

Som

e a

naly

sis

of

the

busin

ess is u

ndert

aken,

although a

ctions f

or

develo

pm

ent

may n

ot

be

com

pre

hensiv

e o

r

docum

ente

d.

A r

ecent

SW

OT a

naly

sis

has b

een

undert

aken w

hic

h h

as led t

o t

he

develo

pm

ent

of

a b

usin

ess p

lan.

This

is u

nders

tood b

y a

ll r

ele

vant

sta

kehold

ers

.

There

is a

n u

p t

o d

ate

Busin

ess &

Mark

eting P

lan,

whic

h identifies c

lear

obje

ctives &

targ

ets

identified in t

he

SW

OT a

naly

sis

. It

is r

egula

rly r

evie

wed

& u

pdate

d b

y a

ll r

ele

vant

sta

kehold

ers

.


37


Crit

eria

Exam

ple

s o

f Evid

ence

Lim

ited

…

Develo

pin

g…

S

tren

gth

en

ing

…

Co

nsis

ten

tly E

mb

ed

ded

…

… i

mp

lem

en

tati

on

of

the E

YFS

PA

RT 3

NO

TES


38

Supporting Quality Improvement - Early Years · SECTION 3 3.1 Contents of the QIC Section PART 1 -...

Documents

Transcript of Supporting Quality Improvement - Early Years · SECTION 3 3.1 Contents of the QIC Section PART 1 -...