It is updated quite regularly. However, if you want to print it there are instructions at the bottom of the contents section on the left of the document – ‘print or save to PDF’. It is 40 pages long.
You will find the revised handbook listed here –
https://www.gov.uk/government/publications/early-years-inspection-handbook-eif.
I thought it might be useful to look at some of the main changes to the early years inspection guidance which should be read alongside the revised Early Years Foundation Stage (EYFS, March 2021).
Note: the EYFS 2021 (dated March 2021) is statutory –
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf.
The Ofsted early years inspection handbook 2021 is not statutory. The early years inspection handbook tells us how Ofsted will inspect us and how inspectors make their judgements.
The Ofsted early years inspection handbook has been updated to ensure it reflects the changes in the revised EYFS and provides information about the end of the EYFS disapplications for Covid-19 (31st August 2021). Ofsted have also made changes to some sections to provide clarity on inspector expectations.
The main changes to the inspection handbook which providers need to be aware of cover:
**Ofsted and Covid-19
Inspectors will ask you how Covid-19 has impacted on outcomes for children and what steps you have taken to mitigate the impact. For example, if you chose to use the paediatric first aid disapplication, you booked on a course immediately they became available.
Or, for example, you noted some children came back from lockdown forgetting how to listen and pay attention at story time. To help them remember what to do, you changed your story time procedures.
Ofsted will not look for paperwork or written evidence of any changes you have made for Covid-19.
**Revisions to the EYFS
Ofsted have included a new section in the early years inspection handbook about revisions to the EYFS and how providers might use the revised Development Matters curriculum guidance.
Note that the revised Development Matters curriculum guidance is not statutory and it is up to you to decide whether you find it helpful. As it is a curriculum, it would not be helpful to, for example, use it as an assessment tick list.
This is clarified in the EYFS 2021, requirement 1.2: 'Development Matters, non-statutory curriculum guidance for the EYFS, is available to support providers in their delivery of the EYFS learning and development requirements. As this document is non-statutory, Ofsted and inspectorates of independent schools will not have regard to it in carrying out inspections and it is up to providers to decide how they approach the curriculum.
https://www.gov.uk/government/publications/development-matters--2
Development Matters6, non-statutory curriculum guidance for the EYFS, is available to support providers in their delivery **Intent, implementation and impact
Ofsted have added the word ‘including’ to the 'good' implementation grade descriptor, ‘to clarify that leaders should provide effective support to all staff, including those with less experience and knowledge of teaching.’
**Leadership and management
There are 2 changes to the ‘good’ grade descriptors for leadership and management. The first adds ‘newly qualified’ practitioners to the expectation that ‘leaders focus on improving practitioners’ knowledge of the areas of learning and understanding of how children learn’. The second adds the words ‘to avoid any unnecessary burdens’ to the bullet point which covers staff workload.
**Myth busting section
Ofsted make some bold and clear statements about documentation.
For example, they state that inspectors will not:
· ‘Create unnecessary workload for staff through its recommendations
· Advocate a particular method of planning, teaching or assessment; it is up to providers to determine their practices and it is up to leaders to justify these on their own merits rather than by referring to this handbook.’
The inspection handbook also makes it clear that:
‘Ofsted does not require providers to:
· Provide EYFS curriculum planning in any specific format for inspection
· Prepare any performance and children-tracking information for Ofsted
· Do additional work or to ask children to do work specifically for the inspection.’
This is powerful myth busting from Ofsted and is backed up in this recent YouTube presentation –
https://www.childcare.co.uk/news/ofsted-eyfs-2021.
**Updated grade descriptors
Ofsted have made some changes to the grade descriptors for good and outstanding in the ‘Personal Development’ section of the early years inspection handbook.
Good – new
- Practitioners teach children the language of feelings, helping them to appropriately develop their emotional literacy – linked to the revised EYFS educational programme for PSED.
- Practitioners do this by teaching children to be respectful [2019 – equipping children to be respectful] ... and routinely challenging stereotypical behaviours.
Outstanding – new
In addition to the grade descriptors for good:
- The provider goes beyond the expected.
- Opportunities for all children to develop their talents and interests are of exceptional quality.
- The provider ensures that these rich experiences are planned in a coherent way in the curriculum and they considerably strengthen the provider’s offer.
- The way the provider goes about developing children’s character is exemplary and is worthy of being shared with others.
In future webinars, I will talk about:
**Developing children’s talents and interests.
**Developing children’s language of feelings and emotional literacy.
**Developing children’s character.
**How to teach children respect and challenge stereotypical behaviours.
I hope you have found this quick overview useful.
If you have any questions, please ask. Sarah