1998 Early Years Development Plan
SECTION F - QUALITY AND INSPECTION
Quality has been and will continue to be at the heart of Bristol=s policy for early years. We will continue to work
with all providers to develop a network of high quality provision serving the needs of
children and their families in the City. All registered providers must be committed
towards working towards SCAA=s Desirable
Learning Outcomes as a minimum.
A key component of quality for under fives in Bristol is the Bristol Standard
for Early Years. This is a self evaluative framework based on the ten dimensions of
quality from the AEffective Early Learning@ national project.
|The Standard can be used by any setting in which there are children under five.
Those providers who choose to take part are signing up to a process of continuous
evaluation and improvement based on an annual cycle of reflection,
evaluation and planning and are Avalidated@ by a multi-agency group. Once validated, the setting
receives a certificate which is valid for one year and shows the main areas for
development for the coming year.|
|As part of the integration of early years provision in Bristol, the work on the
Bristol Standard was done by early years officers from the voluntary and private sectors
as well as Education and Social Services.|
|For the first time, all providers i.e. childminders, pre-school workers, nursery
workers in private and voluntary establishment and creche workers as well as local
authority workers can commit themselves to the same process of self improvement.|
Hartcliffe Early Years Centre
A bid has been re-submitted for Hartcliffe Early Year Centre to
be recognised as an Early Excellence Centre. This is the first model in Bristol of fully
integrated provision and the role of the Centre will develop as a training centre, a focus
for the networks of Early Years providers and for the dissemination of good practice.
i) Section 10 inspections (1996 Act) : mainstream primary
schools, including reception classes and nursery classes and nursery schools.
ii) Section 5 inspections (1996 Act) : private nurseries,
pre-schools, playgroups and voluntary providers in receipt of funding for four year olds.
(Every 1 - 2 or 2 - 4 years).
B Social Services Inspection and Registration Unit
Responsibility for registration and inspection of all group care
settings lies with the Inspection Unit, these tasks for childminders are undertaken by
social workers in Under 8s Teams. Both sections aim to identify strengths and weaknesses
of settings to facilitate future development and are starting to explore feedback from
Children Act 1989: registration and inspection of private
nurseries, pre-schools, creches, family centres, after school schemes, holiday play
schemes, children=s homes (annually).
Independent boarding schools (every 4 years).
Under 8s Workers : registration and inspection of all
childminders according to the Children Act 1989.
C Environmental Health
Inspect all provision which prepares food.
D Health & Safety
Inspect all provision.
School PE equipment is inspected by LEA.
E Fire Officer
Inspect all provision except child minders.
F Voluntary Sector
eg. BAND, OSCA, Bristol Holiday Play Scheme, inspect and support
out of school schemes and playwork schemes during first year.
G Pre-School Learning Alliance
Inspect member pre-schools.
H Bristol Equalities and Community Development
Inspect some community play schemes which they support
Access to Inspection Reports
OFSTED: Available on Internet and in libraries.
Inspection and Registration Unit: In Central library and with
Other reports received by individual providers.
Requirement to produce post-inspection action plans
At the present time advice and support is available to all LEA
settings from the curriculum advisers within the Achievement Division of the Education
Directorate and to all Social Services registered providers from the Registration and
Inspection Team. This includes assistance for providers who are the subject of a failed
Nursery inspection who are due to be re-inspected.
Similar advice and support would be available for private
providers through the Private Schools and Day Nurseries Association and for playgroups
through the Pre-School Learning Alliance.
With respect to private and voluntary providers who have failed
to produce an action plan following their inspection, the local authority will consider,
in the first instance, whether additional support can be provided either by the local
authority or by the relevant association. If an action plan is still not produced after
accessing all available support, the local authority will contact the provider by
telephone and in writing warning of the possibility of removing the provider from the
Early Years Development Plan. If an action plan is still not produced then the provider
will be removed from the plan and written notification will be sent to all parents
receiving grant with that provider.
The provider will be able to apply to rejoin the list of
providers registered under the Development Plan once an appropriate action plan has been
produced and accepted.
A Requirement to involve a qualified teacher (Early Years
specialist) in all Early Years settings.
|there may be few teachers available with appropriate early years training.|
|cost implication of providing such training.|
|could question the appropriateness of Ateaching@ and of a Acurriculum@ in the education sense for very young children and
in some out of school settings eg. play schemes and after school provision.|
|significant cost implication for all provision in buying in the services of
|unclear definition of Aqualified@ eg. staff in Montessori schools and other
establishments with particular aims and ethos may not be recognised as Aqualified@.|
|concern that teacher training students may not want placements in pre-schools due
to concern regarding status.|
B OFSTED / Children Act Inspections
|some duplication in areas inspected.|
|some settings find OFSTED Anon-negotiable@ style frustrating.|
|some providers find two inspections excessive.|
|some providers welcome two inspections because of the differing styles.|
C Conflict between other Inspections
|sometimes the Health and Safety, fire officer and Children Act requirements
conflict eg. doors propped open / left closed.|
Quality has been and will continue to be at the heart of early years services in
Variety of inspection systems currently existing can give conflicting messages, put
settings under excessive pressure, and are not necessarily using the same framework for
Bristol Standard recognised as sound baseline but now needs to be further developed
and taken forward with all settings.
Existing variety of staffing ratio requirements and space requirements present
providers and users with unclear information.
B:Background C:Early Years in Bristol D:The Partnership
& Consultation E:Audit of Need & Provision
F: Quality & Inspection G: Curriculum & role of Qualified Teachers H: Training & Staff Development I: Family Support/ Parent Involvement & Under 3's J: SEN K: Integration L: Affordable Childcare M: Information
Services Conclusions Annexes Executive Summary/Action
Plan Supplementary Info