Ofsted Early Years – Self Evaluation Forms no longer needed

Ofsted Self Evaluation Forms are no longer needed.

The Ofsted SEF or self-evaluation form, as produced by Ofsted are longer a requirement for Early Years Providers.

This is great news, although many providers have been producing their own evaluations linked to their planning and outcomes for some time. The SEF was undoubtedly a good management tool for creating information about the setting and giving practitioners a place to be reflective about their practise.

We are often involved with early year’s providers in action planning, assessments, outcomes for children and management and governance. For many, this will come as welcome news and in the long run I am sure that this is the case. Settings who have become reliant on all the information needed for the Ofsted inspector being available in the SEF will now need to use other tools in their toolkits.

One of the best methods we suggest is to integrate the Action Plans across the setting and the curriculum into a document that can be translated into overall planning. Using a RAG system can easily identify and provide a timeline for actions needed and indicate systems and procedures which are working well.

You can always be bold, and use gold or silver to show that expectations are exceeded!!

In Nursery World, 9.2.18, it states that from 1st April 2008, the online SEF will cease to exist and quote,

While managers and staff of childcare settings need to be able to evaluate the care and activities their setting provides, and how well they are meeting the learning needs of children to an Ofsted inspector, they do not need to fill in the SEF. This is clarified in the inspectorate’s myth-busting campaign.

Ofsted says that it hopes the removal of the form will help to reduce burden on early year’s providers.”

The Pre School Learning Alliance also mentions that the need for the SEF is part of the myth busting campaign from Ofsted Early Years teams and that by no longer needing to complete the SEF this will enable managers and practitioners to reduce some of the administration burden and be more focussed on the delivery of the Early Years Foundation Stage.

I wonder how many settings will stow away their SEF into the bottom of the cupboard and how many will already have developed their own systems and happily send the SEF to the famous filing cabinets!

Sue Martin  Early Years Consultant

 

 

Institute of Education Research Findings:
Pre-School Childcare

Library CH 005Provision and use of Pre-School childcare in Britain.


Key Research Findings Seminar at Institute of Education, Thomas Coram Research Unit, UCL, London.
July 24th 2015

The research was undertaken with the aim of understanding childcare provision and usage in Britain, with the view to contribute to policy development.

An engaging debate was held at the seminar at UCL, in the midst of the graduation ceremonies. It sparked much conversation and thought about issues of childcare, work force, viability, education and childcare.

The research titled, ‘Provision and use of Pre-School childcare in Britain’, a secondary analysis of childcare using large-scale national datasets, published on 24th July by the UCL Institute of Education (IOE), warns of the possibility of a shortage in the childcare work force.

Chairing the seminar was Emeritus Professor of Education, Peter Moss and research summaries were given by Antonia Simon and Charlie Owen, with a panel including Jill Rutter, Family and Childcare Trust, Claire Schofield, National Day Nurseries, and Neil Leitch, Pre school Learning Alliance.

It appears that in 2015, the sector has developed considerably in some ways but there are glaring inadequacies which are preventing Early Childhood Services moving into a world class provision, a previous goal. Professor Moss indicated that the work force remains poorly paid, access needs improving , and we currently have strong central control with a fragmented system of provision and delivery.

The research on the work force was led by Antonia Simon and will be available on a new website at beginning of August.

Key findings were; that the work force is strongly gendered, 98% are female, qualifications have increased but pay is persistently low. It was interesting the educational qualifications of mothers had the most beneficial aspect to enable young children to access good quality childcare, both in amount and type.

For the majority of parents, the access to different types of childcare, was important, and a combined use of formal and informal provision was the most normal pattern.

The debate from the attendees and panel raised some fascinating questions and created a consensus that this debate and research would be a very useful if our forward to the DFE.

The Early Years Sector has had a considerable degree of travel over the last decade and it would seem that there is still much room for development to allow a system which delivers quality provision and universal accessibility, indeed a world class provision.

‘We have a system which is creaking at the seams. We need to make changes rather than add on more to a ramshackle approach’. Professor Peter Moss

Sue Martin FRSA
Consultant in Early Years Childhood Services
SmithMartin Partnership LLP