Ofsted readiness toolkit
To support leaders and managers in their preparation for Ofsted inspection
September 2012
Background
The Childcare Act 2006 (the Act) requires those providing childcare for children aged from birth until 31 August following their
fifth birthday (Early Years Foundation Stage) to be registered with a regulatory body – Ofsted. The Early Years Foundation
Stage (EYFS) includes requirements for the provision of young children’s learning and development, assessment, safeguarding
and welfare requirements that all providers of registered childcare, must meet.
Ofsted has the duty to inspect all provision registered on the Early Years register and to publish a report detailing the outcome
(judgement). Ofsted do expect every provider to be working towards making their provision outstanding, an ethos that Services
for Young Children fully endorse. “Inspection provides an impartial, external evaluation of the effectiveness of your provision
and is designed to help you improve its quality”.(Ofsted “Are you ready for your inspection?” August 2012 ref:120085, pg 4)
Ofsted inspections will look at how registered provision:
 meets the learning and development, assessment, safeguarding and welfare requirements of the EYFS
 ensures every person looking after children is fit and appropriate to do so1
 ensures the premises are suitable and safe
 ensures the organisation of resources is relevant and appropriate
 ensures all documentation is relevant and maintained (including staff training and qualifications)
 works with parents/carers and other professionals
 meets the needs of individual children
 enables children to make effective progress
 is led and managed effectively and has addressed any previous recommendations or actions
Inspection arrangements
Notice period
Ofsted are not required to give advance notice of an inspection visit
The inspection
The inspection will normally be carried out by one inspector and is likely to last for up to 6 hours or more depending on the
complexity of the provision. However, there could be more inspectors or additional time allocated where there are complex
1
www.safenetwork.org.uk/help_and_advice/employing_the_right_people/Pages/Disclosure-Barring-Service-DBS.aspx
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arrangements such as settings operating from more than one site or where Ofsted is inspecting linked provision i.e. the school
and childcare setting, at the same time.
Guidance and evaluation schedule
The Ofsted inspection guidance and schedule can be found at http://www.ofsted.gov.uk/publications
Readiness for inspection
As part of your ongoing Quality and Performance reflections, getting ready for your Ofsted inspection should be integral to the
everyday running of your setting.
It would be good practice for the leadership and management team to have an Ofsted Preparation Plan in place so that when
the inspection is announced, the whole staff team are aware of what needs to be done.
Documents to help you prepare for your inspection:
Evidence list
This details the evidence, location and responsible person for each inspected area.. This will ensure that
if the setting Leader or any other member of staff is not present at the inspection, all staff members can
locate the appropriate evidence. (Appendix 1)
Safeguarding
Audit Tool
This will highlight areas that the setting needs to improve upon in order to be ready for an Ofsted
inspection. (Appendix 2)
List of key
contacts
This should be a list of key people and parents who you would want to be part of the Ofsted inspection.
This should include contact details of your Committee members, Parent’s and may include staff from
Services for Young Children and commissioned team. (Appendix 3)
Documents
required for
inspection
 Up-to-date Self Evaluation form (SEF) - although this is not a statutory document, Ofsted strongly
recommend that settings complete the form available on their website
http://www.ofsted.gov.uk/resources/early-years-online-self-evaluation-form-sef-and-guidance-forsettings-delivering-early-years-foundat . Ofsted judgements will be made on the effectiveness of the
settings self evaluation process and documentation.
 Setting development, improvement or operational plan or what ever documentation you have to that
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sets out developments made and identifies planned, current and future development.
 Hampshire Quality Improvement toolkit http://www3.hants.gov.uk/childrensservices/childcare/providers/eyfs/quality-improvement/quality-improvement-tools.htm
 Policies
 Safeguarding documentation
 Minutes of Committee/staff meetings
 Risk assessment files
 Observation, assessment and planning evidence
 Tracking children’s progress evidence
 CRB register or similar
(Appendix 4)
During the Inspection:
When the inspector arrives, time will be allocated for arrangements to be made such as:
 time for the inspector to talk to parents and for the manager to contact their nominated person so that they can be
present for the inspection/feedback
 confirming any joint observations with the Manager or EYP
 agreeing a timetable for observed activities including any special events that may be happening on the day
 agreeing the timing of the feedback session
Documents used by inspectors:
 Conducting early years inspections (July 2012) in conjunction with the
 Evaluation schedule for inspections of registered early years provision (July 2012)
 The Statutory framework for the Early Years Foundation Stage
 Development matters (particularly when assessing the progress the children are making in their learning and
development)
 Your self evaluation documentation if you have not submitted the Ofsted self evaluation form
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The inspector will use a range of methods for gathering evidence to enable them to make their judgement. This will include:
 direct observations and discussions with children, staff (including key persons) and parents
 scrutiny of a selection of information2 and data (such as files, reporting and information sharing protocols and a sampling
of policies and procedures)
 evidence of assessment3 and planning including next steps in learning based on staff's assessment and a secure
knowledge of the characteristics of learning
 evidence from the inspectors tracking of selected children
It would be good practice to link the above to the evidence in your SEF and be able to explain how you arrived at the grades
that you have given your setting.
During the inspection, the inspector will hold brief discussions to share emerging findings, and should check whether there is
any further evidence to take into account. It is essential that the setting team use every opportunity to ensure that they provide
the inspector with a comprehensive picture of their provision and practice, as there is no opportunity to do this once the
inspection has been completed.
At the end of the inspection a feedback session will take place which will be attended by the setting leader and nominated
person (usually a committee member or the owner).
It would be considered good practice for SfYC (member of your local development team) to be kept informed of the date of your
inspection and as part of the EYE agreement you must inform SfYC of the inspection outcome.
The Ofsted website (www.ofsted.gov.uk) provides full information about the inspection process
including links to the downloadable resources referenced in this document
2
Conducting early years inspections July 2012, ref: 120087 pg15 www.ofsted.gov.uk/resources/conducting-early-years-inspections
Ofsted Evaluation Schedule for inspections of registered early years provision July 2012 www.ofsted.gov.uk/resources/evaluation-schedule-for-inspections-ofregistered-early-years-provision
3
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Key areas the inspectors will focus on
Area
Questions that may be asked
What evidence do I have?
Hints & Tips
Leadership & management – this is a critical judgement
Effectiveness of
leadership and
management of
the Early Years
provision4
Outline the contribution the Owner/Voluntary
Management Committee makes to the setting, for
example how do they shape provision and ensure
high quality experiences for children.
What supervision arrangements are in place for all
staff, e.g. Performance management, CPD?
How are parents included and involved in the setting?
How well does the setting help all children to make
effective progress?
How does the management team ensure the quality of
the settings educational programmes?
How well does the setting understand and meet the
requirements of the EYFS?



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
Ambition and
prioritisation
and driving
improvement
4
5
What is the vision for the setting and how well is it
understood by staff and parents?
Is the setting improvement plan well focussed?
Are the settings targets challenging and stretching but
achievable within the resources available?
What difference does the SEF cycle have on
outcomes for children, staff and parents5?
How well are resources identified and targeted to



Setting plans and SEF
Committee/staff minutes
Supervision arrangements
and records (including
meeting notes
Quality and performance
reflections e.g. Annual
Conversation
Record of SfYC visits
Attendance at LA/other
local meetings, e.g.
children’s centre, network
groups, briefings
Educational programmes
show depth, breadth and
challenge

Setting development or
organisational plan
demonstrates ambitious
targets that meets
development priorities
SEF
Tracking children’s
progress data

Conducting early years inspections July 2012 ref: 120087 www.ofsted.gov.uk/resources/conducting-early-years-inspections
Conducting early years inspections July 2012 ref: 120087 pg 12
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

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Have a filing system that
is easily accessed and
understood by staff
Ensure staff supervision
notes are typed up and
up-to-date and stored in
a secure personnel file.
Ensure minutes of
Committee meetings are
typed up and up-to-date.
Ensure all documents
are kept securely on
site or can be retrieved
before the end of the
inspection
Ensure the setting’s
vision is displayed for all
users of the setting to
see.
Photographs of
celebration events
Keep newspaper and
other articles, as
Deployment of
resources
Equality &
6
reflect changing needs?
How do the management team review that training
plan/individual requests, evaluate and plan for the
next steps and monitor changes to practice/provision?
How do the management team ensure the extent and
range of training is appropriate and that the impact of
the training attended is monitored?
How do you know you have made a difference in
raising the achievement for all children, and closing
the gap for identified children6?
What qualifications do your staff hold?
How do you encourage individual staff to improve their
qualification level?
How do you celebrate the achievements of staff and
children?
How effectively does the management team tackle
under performance?
What are your ambitions for your staff and how does
this link to their training and development?

How effectively are the available resources, including
staff and volunteers, managed to meet the needs of
children and their parents/carers?
How is the progress of children measured to enable a
judgement to be made on the value of provision?
How is the accommodation (internal/external) used to
make best use of resources?
How is sustainability included within the setting’s
planning?





How does the management team actively promote
Conducting early years inspections July 2012 ref: 120087
Page 7 of 21



Staff Training plans that
demonstrate the extent
and impact of attending
training
List of staff qualifications
Celebration events

Supervision notes for your
staff / self
Documentation that shows
how you have obtained
and used the views of
parents to improve your
service



Grants obtained
Parental evaluations
Budget reports
Staffing structures
Staff deployment and
ratios
Overview of management
of resources
ECERS / ITERS audits

Equal opportunities policy





evidence.
Ensure staff meeting
minutes show
involvement of staff in
development of the
setting vision, SEF and
improvement plan
The SEF is a working
document – ensure it is
reviewed regularly
If you have received any
grant funding,
demonstrate how it has
been used.
Make best use of your
parents/ volunteers.
Range of evidence to
show improvements
made as a result of
ECERS/ITERS audits
Complete a resource
diversity
Safeguarding
equality?
How does the management team monitor how the
setting is meeting the diverse needs of the
children/community?
How is diversity valued and respected consistently by
the staff and management team?
How well are the statutory duties, including disability
legislation, in relation to equalities and diversity
understood and fulfilled7?
How does the setting define and monitor outcomes for
children and take steps to narrow the gap?
How effective is the setting at supporting children and
families who do not speak English or who have poor
literacy skills?

How do the management team ensure the setting is
welcoming, safe and stimulating and promotes a
culture of safety9?
What systems are in place to ensure that these
policies and procedures are consistently implemented
by all members of the team?
How well is safeguarding prioritised?
How well do staff understand safeguarding policies
and procedures?
How has the management team ensured effective
partnerships with other key agencies in working
together to safeguard children and vulnerable adults?
How effective is record keeping and information
sharing both internally and externally?
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
7
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

Training log identifying
training in equality and
diversity and any other
specialist training/
professional development
Accessibility to the setting
Use of everyday provision
valuing home languages8
Links with EMTAS
Consultations with parents
to meet individual
children’s needs
SEN data (from tracking
documents)
Safeguarding policies
Training record incl. safer
recruitment
Management monitoring
records
CAFs completed
CRB register
Health and safety policies
Emergency telephone
system
Case files including
records of visits
Safe environment e.g.
Statutory framework for the early years foundation stage
Statutory framework for the early years foundation stage pg 6
9
Conducting early years inspections July 2012 ref: 120087 www.ofsted.gov.uk/resources/conducting-early-years-inspections
8
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






audit and act on the
findings
Does your setting
promote equality in
learning e.g. for boys.
Signposting strategy/
links with Children’s
Centre
Different methods for
information sharing to
ensure parents can
access all that is on offer
Safeguarding is also
about health and safety.
Make sure all documents
are working documents
and are regularly
reviewed, evaluated and
linked to any resulting
actions
Designated lead person
for safeguarding
Entrances and exits –
can children escape
from various points in
the setting? Are they
How well understood are the information sharing
protocols?
How well does the management team ensure that
CRB, vetting and barring and recruitment
procedures10 comply with statutory requirements and
local protocols?
How are parents and other users made aware of
safeguarding issues and how well do they understand
their own responsibilities within this?
How are parents supported to keep their children
safe?
What training and support is in place for staff and
volunteers?


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

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

Effective
Partnerships
with parents
and external
agencies
10
How effective are partnerships with parents to ensure
children make progress?
How does the management team ensure that the
parent/carer’s knowledge of the child is consistently
sought, valued and used across the team?
How does the setting ensure families are kept
informed of changes to learning and development?
How is the setting developing and sustaining
partnerships with external agencies and parental
engagement?
How do you ensure the effectiveness of arrangements




adequate fencing outside
Record of staff supervision
sessions
Risk assessments
‘What to do if’ poster and
booklet on display/
available
Box for comments
Key person notes
Information sharing
protocol
Personnel files that include
recruitment documentation
(e.g. job advert, interview
notes, references etc)
stored securely on site
Safer recruitment policy
Evidence of induction
programme
Monitoring staff planning,
observations and
assessments for evidence
of parental contributions to
their child’s learning
Home learning is
evidenced in planning,
children’s records etc
Minutes from practitioners
forums/networking groups
Setting delivery or






secure?
Ensure you give the
inspectors a security
visitor badge so all
setting users are aware
of who they are.
Evidence of requests
made to Children’s
Centres
Check that your Request
for Support files are
complete, including
signatures.
Ensure you give the
parents a security visitor
badge so all setting
users are aware of who
they are.
Different methods for
information sharing to
ensure parents can
access all that is on offer
Evidence of carrying out
set programmes (IEP’s)
For up to date safeguarding information www.safenetwork.org.uk/help_and_advice/employing_the_right_people/Pages/Disclosure-Barring-Service-DBS.aspx
Page 9 of 21
for information sharing?
How effective is the setting self evaluation?


Page 10 of 21
operational plan
Links with other
professionals e.g. Speech
and Language Therapists
SEF contains contributions
from parents/carers

Evidence of review of
individual child’s
progress
After the inspection
The feedback meeting will last approximately 1 hour and at this stage you may correct factual errors only. Following the
inspection the inspector will produce an inspection report11 which will be sent and should be checked for accuracy by the
Owner/Committee Chair and/or setting leader. All settings, even those judged to be outstanding, will have at least one
recommendation for improvement. Recommendations may relate to the setting or the relationship with the local authority.
The management team must have evidence of how they have responded to the recommendations and involved all the staff in
developing the setting development/action plan.
The setting SEF and development plan will be used by Ofsted in subsequent visits to monitor progress and measure capacity to
improve.
Settings that are judged to be inadequate will be subject to monitoring and a further inspection within 12 months. The setting
management team must ensure that all actions are addressed12
The judgements
The inspection judgements13 are on the four point scale –
Grade 1: outstanding. The inspector will make at least one recommendation to bring about minor improvement
Grade 2: good. The inspector will identify why the provision is not outstanding and will make recommendations for further
improvement
Grade 3: satisfactory. The inspector will identify aspects of provision that require improvement and will make recommendations
or raise actions where he/she judges that the requirements of the EYFS and/or Ofsted are not fully met. A further inspection
may take place within the cycle.
Grade 4: inadequate. The inspector will set actions to bring about compliance with the requirements of the EYFS and/or Ofsted
and will take enforcement action including, in some cases, cancelling registration. Where registration continues, the next
inspection will take place within 12 months
11
Are you ready for your inspection? August 2012 ref: 120085 pg 11
Conducting early years inspections July 2012 ref: 120087 pg 21
13
Are you ready for your inspection? August 2012 ref:120085 pg 11
12
Page 11 of 21
Appendix 1 – Evidence
Leadership and Management Evidence location
Effectiveness of Leadership and Management
Evidence
Location
Responsible
Person
System Check
Location
Responsible
Person
System Check
Location
Responsible
Person
System Check
Setting development/operational/business plan
Minutes of meetings
Budget reports
Organisational structure
Complaints & Compliments
Quality Performance e.g. Annual Conversation
Records of support visits
Ambition, Prioritisation and driving improvement
Evidence
SEF
Setting overview
Setting plans
Deployment of resources
Evidence
Staffing structures
Staff deployment/Volunteers
Budget reports/grant applications
Page 12 of 21
ECERS/ITERS audits
Equality and Diversity
Evidence
Location
Responsible
Person
System Check
Location
Responsible
Person
System Check
Equal Opportunity Policy
Admissions policy
Training log
Parental consultations
Safeguarding
Evidence
Safeguarding policy
Training records
Monitoring records
CRB register
Health and Safety policy
Supervision sessions
Key person notes
Information sharing protocol
Personnel files
Safer Recruitment policy
Induction programme
Page 13 of 21
Effective Partnership and engagement with parents
Evidence
Location
Parental contributions to child’s learning
Observation, assessment and planning
Minutes from network/parent group meetings
Delivery/operational plan
Links with professionals
Page 14 of 21
Responsible
Person
System Check
Appendix 2 – Safeguarding Audit Tool (developed for use in schools - amended for use in PVI early years settings)
Overall Effectiveness of Setting Safeguarding Procedures
Yes
1.Are there clear policies, strategies and procedures in place to ensure safeguarding and
welfare of children?
a. Are Owners, leaders, managers and Committee members aware of “What to do if” and Safer
Recruitment?
b. Is a CP policy/procedure in place and does it have regard to LA guidance and inter-agency
procedures?
c. Are there procedures in place for dealing with allegations against staff and are they in accordance
with inter-agency procedures and current guidance?
d. Are there policies and procedures in place covering broader aspects of safeguarding e.g. health
and safety, racist abuse, first aid, bullying, behaviour, drug and substance misuse, off site visits,
harassment and discrimination, internet safety, intimate care, medical needs, physical intervention,
setting security? Do these have regard to safeguarding guidance?
e. Are staff, volunteers and parents aware of relevant policies?
f. Has action been taken to ensure that all staff and volunteers feel able to raise concerns about
unsafe or poor safeguarding practice?
h. Are appropriate safeguarding arrangements in place for young people/adults on work based
learning or work experience?
2. Are there clear management responsibilities in relation to Child Protection including
relevant designated staff?
a. Is there a senior member of the leadership team with designated lead responsibility (CPLO) for
dealing with CP issues, providing advice and support to staff, liaising with the LA and working with
other agencies?
b. Is the CPLO allocated sufficient time and resources to discharge their responsibilities, including
taking part in inter-agency assessments and meetings?
c. Does s/he monitor and evaluate the effectiveness of CP work and report to the setting
Page 15 of 21
No
In
Part
Evidence
owner/leader/committee?
d. Are there procedures in place for dealing with allegations against the setting leader?
e. Is there a named deputy to cover the CPLO/nominated committee member in their absence?
f. Where staff safeguarding issues have arisen, the Local Authority designated officer (LADO) should
be contacted
3. Are policies and practices effectively monitored and evaluated?
a. Are policies and procedures adopted by the committee and implemented and followed by staff?
b. Do safeguarding policies and practice feature in the setting plans, with development issues
identified and addressed?
c. Does the setting leader or the CPLO report annually to the owner/committee on the effectiveness
of safeguarding procedures?
d. Does the owner/ committee take effective and prompt action when deficiencies/weaknesses are
identified?
e. Is information provided to the LA about the procedures and how the committee/owner’s duties
have been discharged?
4. Are adults working with children appropriately recruited and vetted?
www.safenetwork.org.uk/help_and_advice/employing_the_right_people/Pages/DisclosureBarring-Service-DBS.aspx
a. Are there procedures for safer recruitment and vetting in place and do they have regard to current
information and legislation?
b. Is every interview conducted by at least two people?
c. Is there a CRB register in place (including details of the date checks were carried out)?:
 Are volunteers and committee members, having regular contact with children, CRB checked or
never left in sole charge of children?
 Is there a record of qualifications where it is a requirement of the job e.g. Level 3/ EYPS/QTS?
Is there evidence of permission to work and suitability for those who are not nationals of
European Economic Area (EEA) country?
 5.Do staff receive up-to-date, high quality, appropriate training, guidance, support and
supervision to undertake effective safeguarding of children?
a. Do all CP designated staff members undertake Safeguarding training and training in inter-agency
working provided by, or to standards agreed, by LSCB, and refresher training at 2 yearly intervals?
Page 16 of 21
b. Do all staff and other adults who work with children undertake appropriate and up-to-date
training (and refresher training every 3 years)?
c. Has the setting leader, at least one committee member and anyone else involved in interviewing
staff successfully completed an assessed safer recruitment training course?
d. Are all new staff and volunteers given induction which includes information on the setting’s
safeguarding procedures?
e. Are temporary staff and volunteers made aware of the settings safeguarding arrangements and
their responsibilities?
f. Does the setting’s performance management process demonstrate appropriate attention being
given to safeguarding issues?
g. Is the CPLO held to account for their duties through the performance management process?
6. Are children/their parents encouraged and enabled to report any concerns or
complaints including concerns about poor or abusive practices?
a. Is there a clear reporting system if a child, member of staff, parent or other person has concerns
about the safety of children
b. Are children able to describe what they should do if they have a concern?
 7. Are reasonable steps taken to ensure that children are safe on the setting site?
a. Are there adequate security arrangements for the grounds and buildings?
b. Does the setting monitor visitors or volunteers or those using the building during the time the
setting is functioning?
c. Is assurance sought in writing from Owner/other users of the building that they have appropriate
policies (vetting, health and safety, insurance) in place to safeguard children?
8. Are arrangements in place to refer possible cases of abuse & neglect, and children who
may have gone missing, promptly to relevant agencies?
a. Are relevant staff aware of children who are persistently absent or missing, and have they taken
appropriate action, especially regarding the most vulnerable? Has the setting notified the LA of
children removed from the setting’s roll?
b. Are there effective and prompt systems in place for referring safeguarding concerns about
children and their parents to relevant agencies?
9. Are systems in place to accurately record and share safeguarding concerns internally
and with other agencies?
Page 17 of 21
a. Are CP records stored securely and separately from children’s records and on site?
b. Are there adequate records of action taken in respect of concerns about an individual member of
staff in their confidential personnel file?
c. Is appropriate summary information shared with the Owner/committee for monitoring purposes
at least annually?
d. Does the setting support interagency working to safeguard children by regular attendance at CP
conferences and reviews, and where appropriate by attending other professional meetings?
10. Are children and their parents helped to keep themselves safe?
a. Are CP issues appropriately incorporated into the setting’s everyday practice?
b. Are children and their parents encouraged to adopt safe and responsible practices and deal
sensibly with risk?
c. Do children and their parents feel safe in the setting and free from harassment?
e. Do children and their parents understand issues relating to safeguarding e.g. bullying and how to
develop ways of resisting pressure?
f. Do Children and their parents feel able to seek support from the setting if they feel unsafe and
know when and where to get help?
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Development Areas
Action to be taken
Page 19 of 21
Appendix 3 – Key Contacts record
Name
e.g. Mrs A
Smith
Role
e.g.
Health
Visitor
Organisation
Member of
Committee/
Parents group
e.g. Committee
Officer
Tel Number
Email
e.g. 012547585456
or 07215468989
e.g.
xxxxxxxx@xxxxx
Page 20 of 21
Availability
e.g. Mon,
Wed, Thu
Confirmed
Arrangements
Appendix 4– Links to key documents and policies and procedures
Area
Safeguarding
Health & Safety
Documents
CRB Register
Safer recruitment policy
Safeguarding policy
Lone working policy
Information sharing protocol
Data protection policy
Health and safety policy
Fire policy
Evacuation procedures
Violent incident reports
Risk assessments
Healthy eating policy
Equal opportunities and Diversity policy
Equalities framework
Equality and diversity Admission policy
Partnership
Other
EYFS
Working with Parents
Volunteers Policy
Working with other professionals protocols
Behaviour policy
Complaints policy
Observation assessment and planning
Key person notes
Parental contributions
Source/Location