1. Early years provision that is registered by Ofsted is evaluated and regulated in accordance with the requirements of Ofsted’s Education Inspection Framework11. We call this provision the early years registered setting.
  2. Inspectors will use the guidance contained in ISI’s handbook for inspections of Ofsted registered early years settings and the Early years foundation stage statutory framework for group and school-based providers, during the inspection of the early years registered setting.
  3. Where schools have early years provision (that is not registered with Ofsted), inspectors will evaluate this provision in accordance with the requirements of the Early years foundation stage statutory framework only. Inspectors will report on the effectiveness of the early years provision and the extent to which the early years requirements are met in the appropriate sections of the report.
  4. Inspectors will consider the school’s work in relation to the learning and development requirements (except where schools have proof of valid exemption from these requirements). They will also consider the safeguarding and welfare requirements as stated in the statutory framework for the early years foundation stage.
  5. If an exemption from the learning and development requirements has been taken up, the school must draw up an alternative programme of activities in accordance with paragraph 2(2)(f) of the Standards and implement it effectively. Inspectors will evaluate whether the alternative programme is meeting the needs of children.
  6. Inspectors will collect robust evidence to support the extent to which the early years requirements are met. Inspectors will complete a range of activities similar to those used in the inspection of the early years registered setting. They will be interested to hear how leaders evaluate the progress children are making but will not expect any particular tracking data or information in any particular format.
  7. Inspectors will complete a learning walk with the early years leader. This will help them to find out about the curriculum aims and the key knowledge and skills that leaders want children to develop in the prime and specific areas. The inspector will find out how staff, spaces and resources are used to deliver the curriculum. The learning walk also provides an opportunity to discuss staff training and development and the impact on teaching and outcomes for children.
  8. Inspectors will invite the early years leader, or whoever they decide is most appropriate, to take part in a joint observation. This will help the inspector to evaluate how effectively the curriculum aims are being delivered and will give insight into children’s behaviour and attitudes towards learning. The joint observation also provides an opportunity for the leader and inspector to compare their own evaluations of practice. They may also discuss staff support, training and supervision, which can help the inspector evaluate the extent to which standards in relation to training, support and skills are met. If this invitation is declined this will be noted in the evidence. However, inspectors must not infer a negative evaluation if the invitation is declined.
  9. Inspectors will gain a broader view of what it is like for children in this setting by completing observations in the early years provision. They must ensure that sufficient time is spent observing different-aged children engaged in both adult-led or child-initiated activities. The inspector may decide on an area of inspection focus. They will consider how well the curriculum aims are being delivered and the outcomes for children. They will also consider how well staff prepare children for the next stage of their education.
  10. Inspectors will track the experiences of individual children. They will talk to staff, including the key person, to find out about a sample of children. Through observation they will evaluate the extent to which the educational programme in the prime and specific areas meets their needs, promotes their interests and supports their development. Inspectors must track the experiences of a minimum of two children and where possible this sample should include: a child subject to a child in need or child protection plan; a child who has special educational needs and/or disabilities; and/or a child who speaks English as an additional language.