Self Evaluation by hne54dR

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									                  Towards Self Evaluation
Introduction

This document has been designed to help providers make judgements about
the quality of their provision and complete the Ofsted Self Evaluation Form
(SEF). It is a guide to be used across all settings, and a starting point from
which you can develop your own more ‘setting specific’ self evaluation
questions.

We hope that it will help towards supporting an ethos of systematic and
continual self review and improvement.

The core aim of self evaluation is to improve the quality of provision.
Settings that recognise their own strengths and areas for improvement are in
a much better position to improve the quality of care and education for
children.

Before beginning the process of self evaluation, consider and discuss
the following points:

   How do you intend to build self evaluation into your normal way of working
    so that all staff are involved continuously in improving the quality of the
    provision?

   What are you already doing to evaluate your group’s quality?

   How is good practice shared and spread throughout the group?

   Is there sufficient openness and commitment to improvement?

   What guidance and support will you need to help you develop the process
    of self evaluation?

   What steps have you taken to ensure that all staff understand the process
    of self evaluation?
Using this Guidance

Each double page spread relates to one of the outcomes from the Ofsted
framework:

   Helping Children to be Healthy
   Protecting Children from Harm and Neglect and Keeping them Safe
   Helping Children to Enjoy and Achieve
   Helping Children to make a Positive Contribution
   Organisation

The key areas that inspectors will check on are listed at the top of the page for
each outcome.

Some key questions for the setting to consider and discuss are listed, with
space alongside for recording notes about your current practice and where
evidence might be found.

There are also suggested questions for parents/carers. We recommend that
you use these, or similar questions, as part of a questionnaire or survey to
identify parents’ views on aspects of the setting’s provision, and that this is
becomes a regular feature of your practice.

There are lists (generic and specific) of possible sources of evidence and
justifications to guide your self grading.

We have also included an example of good practice to help you with your
judgements.

When you are ready to start the self evaluation process, we suggest that you
involve all staff and plan to cover one outcome at each session.

As you discuss each outcome you should record your strengths and identify
aspects that could be improved in the spaces provided. You can then make a
judgement about the overall quality of this area of your provision. As we
anticipate that you will regularly return to each outcome to review its progress,
we recommend that you consider dating and signing this document to keep
track of your discussions and judgments.

Your notes about what needs improving should then be recorded in the form
of an Action Plan. We have included a guide to support you with this at the
end of the document.

You can also approach your Advisory Teacher/Education Consultant,
Childcare Development Officer or Inclusion Officer for further support in
completing your self evaluation or action plan.

Good luck!
Other useful documentation

National Standards for Under 8s, Day Care and Childminding and Addendum
(DfES)
Guidance to the National Standards (DfES) and Revisions (Ofsted)
Curriculum Guidance for the Foundation Stage (QCA)
Birth to Three Matters (DfES)
Are You Ready for Your Inspection? (Ofsted)
Early Years: Firm Foundations (Ofsted)
Key Elements of Effective Practice (DfES)
The Early Years Foundation Stage - Consultation (DfES)
Early Years: Safe and sound (Ofsted)

DfES publications:        Tel: 0845 60 22 60
                          E mail: dfes@prolog.uk.com
                          Website:www.dfes.gov.uk/daycare

Ofsted publications: Tel: 07002 637833
                            Website:www.ofsted.gov.uk/publications

QCA:                      Tel: 01787 884444
                          E mail: qca@prolog.uk.com
                          Website: www.qca.org.uk
Possible Evidence/Justification

This list is not exhaustive, but these documents and evidence of aspects of
provision may help you in making judgements about the quality you provide
for each of the outcomes:

   Positive ethos and relationships
   Policies, procedures and practice
   Planning
   Staff recruitment, training and professional development
   Staff induction, supervision and appraisal systems
   Staff knowledge of the children
   Staff knowledge and awareness, particularly of child development
    and current good practices
   Records
   Adult interactions with children
   Daily rotas
   Communications with, and information provided to, parents
   Indoor and outdoor provision, resources and space
   Staff meeting notes
   Staff rotas and keyworker groups
   Care plans, Individual Education Plans (IEPs) and reports where
    appropriate
   Working with professionals within and beyond the setting
   Working with parents/carers
   Operational plan
   Business or development plan
Consulting with children

It is extremely important that you regularly observe children, and talk with
them at a level appropriate to their development and understanding about
their experience of the provision you are making for them. Children are very
articulate and discerning consumers of their own enjoyment and learning, so
giving them a voice and forum to contribute and make judgements about their
experiences is a vital part of your self evaluation.

As you explore each outcome with staff, make a point of discussing the sorts
of questions you might also discuss with children, and include children’s
comments and responses as part of your daily observations of things children
do and say.
Helping Children to be Healthy

Inspectors will check:
Standard 7: Health
Standard 8: Food and Drink
Birth to Three Matters: A Healthy Child
The quality of the provision made for children’s physical development

Questions for setting:                    Notes/Evidence:
How do children learn about the
importance of healthy eating and
drinking in your setting?



Are children provided with nutritious,
balanced meals and snacks
appropriate to their individual dietary
needs?


What steps do you take to protect
children from infection?




How do you ensure that children are
well cared for if they have an accident
or become ill?



What opportunities do you provide for
children to take part in regular
physical play, both indoors and
outside?
Question for parents/carers:                 Notes:
Do you feel confident that the setting
promotes healthy practices?
Please give reasons.



What do we need to do to improve?

   

   

   


Outstanding           Good                   Satisfactory           Inadequate


Possible Evidence/Justification:
    Health promotion project being undertaken
    Arrangements for eating and drinking at snack and mealtimes
    Registration and medical forms (including dietary requirements)
    Staff trained in first aid, food hygiene and health and safety
    Arrangements for delivery of medication
    Menus
    Children’s dietary records
    Equipment and opportunities for developing physical skills
    Space and opportunities for rest and sleep
    Space and opportunities for vigorous physical activity
    Promotion of good hygiene practices
    Accident records


 Case Study:
 “Weekly cookery activities add to children’s awareness of healthy foods and encourage a healthy
 lifestyle. The activities are fun, stimulating and drive home the importance of healthy foods such
 as fresh fruit and vegetables. For example, children chop vegetables for a pizza topping by
 themselves, and make caterpillars out of celery and cucumber slices. Adults encourage children to
 talk about what they like and dislike, and explain that eating five portions of fruit and vegetables
 a day is good for our bodies and helps us to keep fit and healthy.” (Safe and Sound: Ofsted 2006)
   Protecting children from harm and neglect and keeping them safe

Inspectors will check:
Standard 4: Physical Environment
Standard 5: Equipment
Standard 6: Safety
Standard 13: Child Protection
Birth to Three Matters: A Healthy Child

Questions for setting:                    Notes/Evidence:
How do you ensure that children are
protected by adults who are trained,
suitable and vigilant?



How do you ensure that children are
secure and well supervised?




How do you ensure that the
environment is clean and well
maintained?



How do you make sure that toys and
equipment are safe, suitable,
stimulating and challenging?



What activities do you undertake to
encourage children to keep
themselves safe?
      Question for parents/carers:                   Notes:
      Do you feel confident that the setting
      promotes safety and that your child is
      protected from harm and neglect?
      Please give reasons.



      What do we need to do to improve?

          

          

          


      Outstanding             Good                   Satisfactory            Inadequate


      Possible Evidence/Justification:
          Child protection policy and records
          Designated person for child protection
          Risk assessments
          Policy and budget for replacement of equipment
          Equipment inspection register
          Health and safety arrangements and records
          CRB checks
          Emergency procedures (including fire drill)


Case Study:
“Children take increasing responsibility for their own safety, through clear support and positive
encouragement from the childminder. For example, during play children spontaneously move a doll’s
swing away from the baby, recognising possible risk.”

“Staff allow children to use a variety of tools but supervise their use well. A child using a rake was
given help to use it safely without his fun being spoilt. Children enjoying sliding down a firefighter’s
pole had staff nearby to catch them if necessary, but were not over protected.” (Safe and Sound:
Ofsted 2006)
                  Helping Children to Enjoy and Achieve

Inspectors will check:
Standard 3: Care, learning and play
Birth to Three Matters: A Skilful Communicator; A Competent Learner
The Quality of Children’s Learning
The Quality of Teaching

Questions for setting:                  Notes/Evidence:
What steps do you take to ensure
children are happy and settled?




How do you ensure that children are
involved in a broad range of planned
activities and spontaneous events
which support their development and
overall learning?

How do you help children to become
confident to make choices, decisions,
explore and investigate?



How well do children relate to each
other, adults and visitors to the
setting?



How effective are staff in supporting
children’s play and learning?
    Question for parents/carers:                  Notes:
    Do you feel confident that your child
    has fun and is challenged and
    stimulated in this setting?
    Please give reasons.



    What do we need to do to improve?

        

        

        


    Outstanding            Good                   Satisfactory           Inadequate


    Possible Evidence/Justification:
        Records of observations and children’s achievements
        Adults talking and listening to children and responding to their interests
        Resources, activities and experiences
        Staff knowledge, experience and training in Birth to Three, Foundation
          Stage and Play work




Case study:
“Extensive planning is in place following the Birth to Three Matters Framework. Each activity and
routine is colour coded to link it with the skills and competencies in the framework. For example, in
the baby room all the babies were exploring the water tray containing bubbles and green glitter.
The babies were taking part with their ‘special carer’ and encouraged to feel, splash, experiment and
investigate the water. Colour coded files contain more examples of experiences such as this,
identifying links with relevant aspects of the framework and accompanied by photographs. The
staff complete observations following the framework.” (Early Years: Firm Foundations: Ofsted
2005)
             Helping children to make a positive contribution

Inspectors will check:
Standard 9: Equal Opportunities
Standard 10: Special Needs
Standard 11: Behaviour
Standard 12: Working in partnership with parents and carers
Birth to Three Matters: A Strong Child
The effectiveness of the partnership with parents and carers in promoting
children’s learning
Whether children’s spiritual, moral, social and emotional development is
fostered

Questions for setting:                   Notes/Evidence:
Do children behave appropriately
considering their stage of
development?



Are activities and resources effective
in helping children appreciate and
value diversity?



How do you ensure that all children
are valued and included? Consider
their opportunities to express their
likes, interests, feelings and needs.


Are children supported through a
genuine partnership with parents and
carers?
  Question for parents/carers:                  Notes:
  Do you feel confident that you and
  your child are respected and valued
  in this setting?
  Please give reasons



  What do we need to do to improve?

      

      

      


  Outstanding            Good                   Satisfactory           Inadequate


  Possible Evidence/Justification:
      Resources and activities which reflect diversity
      Staff awareness of inclusive practice
      Policies, procedures and designated personnel for Equal Opportunities,
        Special Educational Needs and Behaviour
      Parents’ views and involvement
      Information to and from parents/carers
      Children’s records


Case Study:
“Parents complete a ‘Get To Know Me’ document, which is used during an induction for the
children. The nursery keeps parents informed daily and encourages parents to spend time in
the group to observe their children or to offer their talents and skills. Parents are invited in
regularly to look at assessment documents and to talk about their children’s progress. Parents
influence individual play plans for their child by sharing achievements and interests at home.
They can take their children’s files home to share with other interested adults. The nursery
encourages children to take other items home, including library books.” (Early Years: Firm
Foundations: Ofsted 2006)
                                 Organisation

Inspectors will check:
Standard 1: Suitable Person
Standard 2: Organisation
Standard 14: Documentation
How well the setting is led and managed

Questions for setting:                    Notes/Evidence:
Do adults reflect on their practice and
have a clear commitment to
continuous improvement?



Are adults well qualified and
experienced? Are they regularly
involved in ongoing professional
development activities?


Do adults make the best use of
space, time and resources to support
children?



How do you ensure that all required
policies and procedures are in place,
updated and understood by staff?



Do adults keep good records and use
them well?
    Question for parents/carers:                   Notes:
    Do you feel confident that adults are
    suitable to care for your child and that
    the setting is well organised?
    Please give reasons.



    What do we need to do to improve?

        

        

        


    Outstanding            Good                    Satisfactory           Inadequate


    Possible Evidence/Justification:
        Records on staff, volunteers, committee members and children
        Operational plan
        Prospectus
        Certificates and insurance documents
        Recruitment, retention and continuous professional development of
          staff - log of training attendance
        Supervision and appraisal sessions
        External awards e.g. Investors in People
        Self evaluation
        Action plan


Case study:
“The priority given to staff development and training is excellent. The nursery has a clear
management structure, with clearly defined roles and responsibilities. New staff, including those
working towards a childcare qualification, receive support meetings to discuss strengths and areas
to improve. Induction procedures are well established and daily discussions ensure these staff are
fully informed, included and valued. Systems are well developed to evaluate and monitor staff
performance and development and the effect this has on the overall development of the nursery.
This ensures the nursery fulfils its vision to provide a high quality standard of care for children and
provides maximum learning opportunities.” (Early Years: Firm Foundations: Ofsted 2005)
                          A Guide to Action Plans

An action plan is a written framework for improving designated aspects of
your practice. It can be a useful way of recording which aspects of practice
you have identified in your self evaluation as needing some further
development and improvement.

It should set out clearly and concisely the way you and your colleagues plan
to address the aspects for improvement in each of the outcomes:

   Being healthy
   Staying safe
   Enjoying and achieving
   Making a positive contribution
   Organisation

You should really only have one ongoing action plan, although we
recommend that you use a separate sheet, as with our proforma, for each of
the outcomes as listed above.

You may have already had an Ofsted inspection and have already drawn up
an action plan to address the key issues or recommendations. In this
instance, add any actions you identify in your SEF to any outstanding actions
from your inspection.

Your action plan is the starting point of a long term process of continuous
evaluation and improvement of the practice in your setting. Action plans will
be milestones in the improvement process. Each successful completion
should lead directly to further action planning and improvement.

You will need to return to and review your action plan regularly as a team to
enable you to monitor your progress and original intentions. Ensure that you
keep records of the progress you make. Proforma 2 is intended to be copied
onto the back of Proforma 1 in order to help you do this.


Included:

   Proforma 1 – a blank action plan to be copied for each of the outcomes
   Proforma 2 – which enables you to track and record progress of tasks or
    actions towards making improvements to each outcome
   Proforma 3 – describes what you need to record under each heading on
    the action plan
   A sample completed action plan for improving one issue identified by self
    evaluation
Five Common Shortcomings of Action Plans

   The number of targets or actions is too large or lacks sufficient detail or
    clarity

   Timescales are unrealistic

   Resources are not allocated or they are unachievable

   Evidence of success is unclear – how will improvement be identified?

   The action plan is a paper exercise, and its importance fails to impact on
    the setting and become a feature of continuous improvement to review
    and build upon
Key Issue/Recommendation/What we need to improve:



Objective:



             Action                Who is           Resources   Timescale     Monitoring     Review
                                 responsible                                and Evaluation    date




Success criteria:
Review:                                           Date:




Development Issues (Issues for further action):

1



2



3



4
Key Issue/Recommendation/What we need to improve:
Record the outcome you are considering, e.g. Helping Children to be Healthy, and which aspect of this concerns you

Objective:
What improvements are you trying to achieve?
   Keep the number manageable
   Ensure they relate clearly to those identified in the self evaluation form

               Action                       Who is                Resources               Timescale   Monitoring and    Review date
                                         responsible                                                    Evaluation
Break down and list the separate       Name the            List the resources.           Record the   Name the          Decide when
tasks that need to be done             person/people       Identify the costs and time   start and    person/people     will you
                                       who will carry      involved                      completion   who will ensure   discuss the
                                       out the task(s)                                   dates for    that tasks are    progress of
                                                                                         each task    carried out       the tasks as
                                                                                                                        a whole staff
                                                                                                                        team


Success criteria:
Identify how you will know the action has been successful.
 Express this in terms of outcomes for the children
 Identify the evaluation methods used to do this
Key Issue/Recommendation/What we need to improve: To develop a menu plan of snacks which are healthy and include opportunities to include foods from a range of
cultures


Objective: To have a two week rolling programme of snacks which are varied, healthy and nutritious


                          Action                                Who is responsible                          Resources                             Timescale       Monitoring and   Review
                                                                                                                                                                   Evaluation       date
Discuss with staff which snacks already provided are
healthy, enjoyed by children and cover children’s                  Whole staff team                     Team meeting time                          By May            Manager
dietary and cultural requirements. Refer to children’s
admission forms as needed.
                                                                      Whole team
List other possible foods to include regularly
                                                                       Manager                                                                       May
Set up a suggestions board in entrance and ask                                                            Flip chart, paper
parents to contribute ideas                                                                      Staff time to be proactive about
                                                                Whole team – manager           encouraging parents to record ideas                End of May
Create a two week list to trial with the children (two                 to type
choices each snack time)                                                                                                                     Planning by end of
                                                                                                                                              May for first two
Plan short theme around food, including discussions                                                       Planning time                        weeks in June
about foods they like and don’t like, exploring healthy               Whole team                        Food magazines
foods, cutting up magazine pictures of food, setting up                                               Empty food packaging
a role play shop etc. Use this theme to trial new                                                     Shopping time for food
rotation of snacks
                                                                      Whole team
Ensure these snack times are fun times – talk about the                                                                                                           Deputy manager
snacks and how they contribute to their nutrition and                                          Staff time in organisation of session        By end of June
health                                                                Whole team                                                                                     Manager        July

Evaluate successful foods, trial new ones as needed                                                     Team meeting time


Success criteria: All foods offer good choice and nutrition. All cultures catered for. Children discuss the foods they are eating at snack time
Review:                                                                                   Date:
To develop a menu plan of snacks which are healthy and include opportunities to include   July
foods from a range of cultures

We have talked about possible snack options. Parents have contributed a few ideas too. It has made us look more closely at the children’s admission forms – we
need to include more about likes and dislikes. We feel we have achieved – on paper – a healthier balance of options which embrace diversity appropriately.

We have decided to start the new snack rotation in September – this will enable us to look at the new children’s preferences and incorporate these more carefully.
We can do this alongside a theme of autumn and harvest – getting together prior to start of term to plan possible ideas for this.




Development Issues (Issues for further action):

1 Re design admission forms to include likes and dislikes. Discuss next staff meeting how we can update this information
more regularly – termly?


2 Plan for food theme – consider visits/visitors who may be able to support with this



3 How are we going to gather feedback from parents/children about our new menus

								
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