Ofsted Inspection: Early Years Foundation Stage (EYFS)

• During an Ofsted inspection, you will be asked about safeguarding, learning and development (EYFS), behavior management, communication with parents, diversity and inclusion, policies and procedures, and personal development.

Safeguarding and Child Protection

• Be aware of the signs of physical or emotional abuse or neglect.
• Look for unexplained injuries, fear of contact, behavior changes (aggression or withdrawal), poor hygiene, or constant hunger.
• If you have concerns about a child's welfare, record the concerns in clear, factual language with dates and times.
• Report concerns to Bristol's children's social care team or call 999 if there is immediate danger.
• Understand safeguarding policies aim to keep children safe from abuse or neglect.
• Ensure children are safe by making risk assessments for potential hazards indoors and outdoors.
• Indoors, keep sharp objects and chemicals stored away, use safety equipment, and remove broken toys.
• Outdoors, carry a first aid kit, have emergency contact information accessible, use appropriate car seats, provide sun cream and water, and teach road safety.
• Always supervise children closely.
• In an emergency, prioritize the safety of the children.
• For a fire, leave via the fire exit and call 999 when safe.
• In a medical emergency, apply first aid and call 999.
• If a child is missing, search the immediate area and call 999 if the child is still missing after 5-10 minutes, and immediately inform the parents.

Learning and Development (EYFS)

• Support a child's learning through play by encouraging communication, language, physical, and social development.
• Track a child's progress by keeping track of milestones and making spontaneous observations.

Behavior Management

• Manage challenging behavior by trying to identify the cause (tired, hungry, frustrated).
• Set clear and consistent boundaries using kind language.
• Promote positive behavior by leading by example and using positive reinforcement.

Communication with Parents/Carers

• Keep parents informed about their child’s day and progress by giving daily verbal reports, including updates on eating/sleeping and any physical/verbal/behavioral progress.

Diversity and Inclusion

• Ensure care is inclusive by treating everyone with respect and using toys and books that include all genders, races, and disabilities.
• Celebrate different cultures by reading books about them.

Policies and Procedures

• Be familiar with Ofsted’s requirements for nannies, including keeping children safe, not using corporal punishment, not smoking or consuming alcohol while caring for children, and having training in common core skills and first aid.
• Give parents information about Ofsted’s role and a copy of your registration certificate.
• Inform Ofsted of any serious incident or changes.

Personal Development

• Keep childcare knowledge and skills up to date through on-the-job learning and regular first aid training.

Common Core Skills

• Adapt communication style based on the child's age and needs.
• Encourage children to express their feelings.
• Maintain open and professional communication with parents.
• Know typical milestones for different age groups.
• Identify when a child needs additional help.
• Plan activities that promote learning through play and adapt activities to suit the child’s interests.
• Support children during transitions (moving home/schools, family changes) by providing reassurance and routine.
• Understand when to seek guidance from other professionals.
• Work closely with parents to support the child’s needs.
• Share relevant information securely and appropriately.
• Follow confidentiality guidelines and keep clear and factual records.
• Use positive reinforcement, distraction and redirection, calm down techniques, and consistent language to manage behavior.
• Strategies for inclusion involve diverse books and toys, inclusive language, and adapted activities.

Developmental Milestones

Communication and Language

• 0-6 months: Turns towards sound, recognizes familiar voices, makes cooing noises.
• 6-12 months: Responds to name, uses gestures like waving/pointing.
• 1-2 years: Says a few simple words, understands simple instructions.
• 2-3 years: Starts to form sentences, can follow two-step instructions.
• 3-4 years: Holds simple conversations, asks "why" questions, retells simple stories.
• 4-5 years: Speaks clearly/confidently in longer sentences, understands humor.

Physical Development

• 0-6 months: Begins to lift head during tummy time, reaches for items.
• 6-12 months: Sits without support, begins crawling.
• 1-2 years: Starts walking steadily, can stack blocks, feeds themselves with a spoon.
• 2-3 years: Jumps, kicks ball, climbs stairs, holds crayons with a controlled grip.
• 3-4 years: Pedals tricycle, balances on one foot, uses scissors to cut simple shapes.
• 4-5 years: Confident in climbing, jumping, balancing, holds a pencil with a tripod grip, attempts to write name.

Emotional Development

• 0-6 months: Smiles, shows attachment to caregivers.
• 6-12 months: Stranger anxiety, begins to show frustration.
• 1-2 years: Displays independence, has tantrums managing emotions.
• 2-3 years: Plays among other children, understands basic emotions.
• 3-4 years: Takes turns/shares with support, builds friendships.
• 4-5 years: Shows empathy, is increasingly independent in tasks (dressing etc).

Example Questions

• If you notice bruises on a child, ask the child about the injury in a non-judgmental way, document the concerns factually, and report to the appropriate child safeguarding authority if needed.
• Manage safety during outdoor play by checking equipment, ensuring appropriate attire, and maintaining constant supervision.
• Develop language skills by reading books and singing nursery rhymes.
• If a child has a tantrum, stay calm, give the child space to express themselves, and offer comfort/solutions when they are ready and praise the good choices.
• Involve parents in their child’s learning by sharing progress, providing updates, and involving their input on routines/preferences.
• If a child becomes ill, isolate the child if needed, ensure it is not an emergency, contact parents, and record the incident.
• If a child is injured, assess the injury, administer first aid, comfort the child, inform parents, and log the incident.
• Develop learning through play by providing fun activities catered to the child’s interests, such as songs or books involving spaceships or cars.
• If a child is withdrawn, offer comfort, create a safe environment, observe the child, and encourage conversation; if it persists, discuss with parents and professionals.

Prevent Duty

• It is a legal requirement to monitor and prevent children from being drawn into terrorism or extreme views.
• Recognize signs of radicalization, such as sudden changes in behavior or expressing extreme views, like isolation from friends/family.
• If a child is showing signs, stay calm, observe, do not confront the child directly, and report concerns to the local authority prevent team; in an emergency, call 999.
• Encourage British values by encouraging turn-taking and emphasizing respect for everyone, and use books celebrating all identities.

EYFS

• The Early Years Foundation Stage (EYFS) is a framework that sets standards for learning, development, and care for children aged 0-5 years.
• The EYFS can be used to guide the support of children's development by planning activities around core areas such as communication skills through books and songs and physical and social skills through playgrounds and playgroups.