They ensure that the provider has a clear vision and strategy and that resources are managed well. Inspection provides independent, external evaluation and identifies what needs to improve in order for provision to be good or better. Two documents in Ofsted's Education Inspection Framework were updated. 3738616, Continuing Professional Development (CPD), Use staff meetings to help everyone understand your setting’s ethos and how to describe this, Look at the Ofsted framework and the words it uses – make sure staff understand and are familiar with all of these, so they are not put off if an inspector asks a question, Audit your setting against the grade descriptors in the. Quality of education 3. They reflect the needs and expectations of different phases and the differences between various age groups. Further details of how these boarding or residential inspections will be carried out can be found in the sections of our social care common inspection framework (SCCIF) for: boarding schools and residential special schools and residential provision of further education colleges. The framework has been devised by Her Majesty’s Chief Inspector for use from September 2019. This is realised through strong, shared values, policies and practice, leaders focus on improving staff’s subject, pedagogical and pedagogical content knowledge to enhance the teaching of the curriculum and the appropriate use of assessment. These judgements focus on key strengths, from which other providers can learn intelligently, and areas of weakness, from which the provider should seek to improve. You can read more about the registration and regulation of settings on the Early Years Register. Inspectors will inspect types of provision for which they have appropriate expertise and training.
It includes an audit tool to help you consider how well you are doing against Ofsted criteria. Note that we use the term ‘learners’ throughout for brevity; this should be read as all those attending education, skills and registered early years settings. The education inspection framework (‘the framework’) sets out how Ofsted inspects maintained schools, academies, non-association independent schools, further education and skills provision and registered early years settings in England. Ofsted exists to be a force for improvement through intelligent, responsible and focused inspection and regulation. Non-association independent schools are subject to the Independent School Standards. It sets out the principles that apply to inspection, and the main judgements that inspectors make when carrying out inspections of maintained schools, academies, non-association independent schools, further education and skills providers and registered early years settings in England (for a full list, see ‘provision inspected under the framework’). There are also a number of additional changes to the way that inspections are conducted. We inspect provision for 2- and 3-year-olds in schools as part of a school inspection. The new Ofsted Education Inspection Framework places a strong emphasis on the curriculum and uses more education-based words that you may initially find difficult. All content is available under the Open Government Licence v3.0, except where otherwise stated, Inspections and performance of education providers, Inspection and performance of further education providers, Provision inspected under the education inspection framework, What inspectors will consider when making judgements, Arrangements for different types of provision, nationalarchives.gov.uk/doc/open-government-licence/version/3, ‘provision inspected under the framework’, section 5 of the Education Act 2005 (as amended), section 109 of the Education and Skills Act 2008, The Education (Independent School Standards) Regulations 2014, ‘Inspecting safeguarding in early years, education and skills settings’, ‘Keeping children safe in education: statutory guidance for schools and colleges on safeguarding children and safer recruitment’, boarding schools and residential special schools, residential provision of further education colleges, Coronavirus (COVID-19): guidance and support, Transparency and freedom of information releases, evaluate objectively, be impartial and inspect without fear or favour, evaluate provision in line with the framework, inspection handbooks, national standards or regulatory requirements, base all evaluations on clear and strong evidence, declare all actual and perceived conflicts of interest and have no real or perceived connection with the provider that could undermine the objectivity of the inspection, report honestly and clearly, ensuring that judgements are fair and reliable, carry out their work with integrity, treating all those they meet with courtesy, respect and sensitivity, take all reasonable steps to prevent undue anxiety and to minimise stress, act in the best interests and well-being of learners, prioritising the safeguarding of learners at all times, maintain purposeful and productive communication with those being inspected and inform them of judgements sensitively, but clearly and frankly, respect the confidentiality of information as far as possible, particularly when the information is about individuals and their work, respond appropriately to reasonable requests, take prompt and appropriate action on any safeguarding or health and safety issues, use their title of Her Majesty’s Inspector, Early Years Regulatory Inspector or Ofsted Inspector only in relation to their work for Ofsted, be courteous and professional, treating inspectors with respect and sensitivity, enable inspectors to carry out their visit in an open and honest way, enable inspectors to evaluate the provision objectively against the framework, handbooks and national standards or regulatory requirements, provide evidence – or access to evidence – that will enable the inspector to report honestly, fairly and reliably about their provision.
Where relevant, this is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained. Where relevant, they gain qualifications that allow them to go on to destinations that meet their interests, aspirations and the intention of their course of study. Inspectors will take comparable approaches to gathering evidence in different settings, although there may be some variation, for example depending on the age of learners and the type of provision. Our inspections act as a trigger to others to take action.