'The best start in life' and what it means for childminders

In this webinar, our policy leads discuss our approach to the inspection of childminders using the Education Inspection Framework (EIF). They also explain the findings from our latest early years education research and what it means for childminders.
Our panel:
- Wendy Ratcliff HMI, Principal Officer, Early Education Policy and Practice
- Sam Sleeman-Boss, Early Years Regulatory Inspector, Early Education Quality and Practice Lead
Content:
0:00 Intro
2:10 Content
3:50 What we know from our education recovery research
5:30 'Best start in life' research review
7:18 Key findings from part 1
8:30 Key findings from part 2
11:12 Key messages for communication and language
12:26 Key messages for physical development
13:40 Key messages for PSED
14:35 Curriculum by design, not chance
15:40 Curriculum and pedagogy - how we inspect
18:12 Understanding the curriculum
22:28 Finding evidence that the curriculum has been learned
24:43 Seeing the curriculum in action
27:22 Focusing on what matters
29:46 Available resources
32:50 Questions
33:14 Q1: Changes to EYFS
34:24 Q2: Two-year check
36:05 Q3: Learning walk
37:13 Q4: Curriculum
38:30 Q5: Inspecting Montessori settings
40:00 Q6: Signs around the house
41:03 Q7: Not being able to remember an answer
42:35 Q8: Inspection's focus
43:03 Q9: Balancing discussion and observation
44:18 Q10: Risk assessment
44:47 Q11: Should I be doing what I normally do?
45:38 Q12: How to prepare
Questions in full:
Q1: How do changes to the EYFS impact on Ofsted inspections?
Q2: Do childminders only need to do the two-year check on little ones or are we required to do development tracking?
Q3: Do childminders still have to do a learning walk even if I have written down what I do for the inspector?
Q4: Schools are provided with a curriculum, why aren’t childminders?
Q5: How are Montessori settings inspected, especially as Ofsted likes to see activities being done?
Q6: What signs do you need to have around your house?
Q7: Would inspectors give leeway if you cannot remember or cannot easily answer a question?
Q8: Is communication and language still our focus during an inspection as well as safeguarding?
Q9: How do you balance the discussion to the observation because there is a worry to many childminders that they are talking to the inspector rather than the children? Balance with not to?
Q10: Do risk assessments need to be printed and displayed, as the risks change all the time?
Q11: Is it best to sit with the inspector to talk to them or be down with the children doing what you would normally do?
Q12: What do I need to do to prepare for my inspection?