Tree of Life Educational and Holistic Services Cic

School pre-registration inspection report

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Tree of Life Educational and Holistic Services CIC Manchester Road, Castleton, Rochdale OL11 3AF

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(b)(ii), 2(2)–2(2)(e)(iii), 2(2)(g)–2(2)(i)  The proprietor body has established an appropriate curriculum policy. This policy identifies a suitably broad range of subjects for pupils to study. The policy also outlines clearly leaders’ curriculum aims, intent and ambition. Leaders have established a vision for the proposed school, which aims to help pupils to achieve academically, socially and emotionally.  Leaders have started to develop schemes of work for each subject. Some schemes of work, such as the proposed scheme for mathematics and English at key stage 4, clarify the important knowledge that pupils should learn over time. These schemes will support many pupils to improve their learning securely. However, many schemes of work do not lay out the proposed important knowledge in sufficient detail. Moreover, it is unclear how pupils will build their knowledge securely in these subjects. The

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Main inspection findings

proposed academic curriculum does not take into account pupils’ special educational needs and/or disabilities (SEND).  Leaders have ensured that pupils will study subjects that will provide them with experiences in scientific, technological, human and social, physical, aesthetic and creative education. However, they have not paid enough attention to the development of the early years foundation stage learning and development requirements.  Leaders have established an appropriate curriculum to support younger pupils, and children in the early years, to develop their phonic knowledge. Nevertheless, leaders have not considered how they can adapt their teaching, nor have they trained all staff, to support older pupils who need help to become confident, fluent readers.  Leaders’ plans for careers information are likely to be suitable. They intend to offer pupils impartial careers information, advice and guidance that are linked to pupils’

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Main inspection findings

aspirations. This will involve visits and visitors from a range of professions and carefully considered work experience opportunities. Paragraph 2A(1), 2A(1)(b), 2A(1)(d)–2A(3)  The personal, social and health education (PSHE) curriculum and associated policy comply with the relevant statutory guidance. The proposed PSHE curriculum includes suitable relationships and sex education (RSE) and health education. Leaders will consult with parents and carers on the content of the RSE and health education curriculum prior to delivering this to pupils. Leaders showed a suitable understanding of how to adapt the PSHE and RSE and health curriculums to take account of pupils’ SEND. While the policy is suitable, leaders have not ensured that it is available on the school’s website. Paragraph 3(a)–3(g)  Leaders intend that staff will receive advice and guidance to help them to deliver the academic curriculum effectively. They have employed staff with suitable skills and

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Main inspection findings

knowledge to support pupils with SEND. Leaders have also made useful links with local secondary schools to network and share best practice. However, the proposed curriculum plans do not provide staff with sufficient clarity and guidance to deliver the curriculum effectively to the proposed four to 17 age range, including pupils with SEND. Consequently, it is unlikely that pupils will make good progress across the academic curriculum.  Leaders intend that staff will complete assessments to establish pupils’ starting points. This includes assessing pupils’ academic and social and emotional development. Staff also propose to work closely with parents and carers, with other professionals and with pupils’ previous educational settings to assess pupils’ strengths and areas for development. These assessments will be carried out as part of suitable transition arrangements. Staff will check pupils’ progress regularly. Leaders intend to use this

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Main inspection findings

information to monitor the impact the curriculum is having on pupils’ achievement and to help staff adapt their teaching.  Leaders have ample high-quality resources in place to deliver the proposed curriculum. For example, a wide range of attractive books, sensory resources, mathematics apparatus and art and design materials are available to pupils and staff. Paragraph 3(h)–3(j)  Leaders have written a suitable behaviour policy. The policy outlines appropriate rewards and sanctions. The policy also makes clear staff’s responsibilities in managing pupils’ behaviour. There is a keen focus on the importance of involving parents and pupils in personalised approaches to improve pupils’ behaviour.  Leaders have implemented an appropriate anti-bullying policy. This policy suitably outlines the different forms that bullying can take. The policy makes clear that leaders will not tolerate bullying and proposes useful strategies for responding to any

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Main inspection findings

incidents effectively. Paragraph 4  Leaders have created a suitable assessment policy. The policy explains how pupils’ learning and development will be checked regularly.  Parents will receive regular updates regarding their child’s progress.  The independent school standards (the standards) in this part are unlikely to be met if the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a)–5(d)  Leaders have considered pupils’ spiritual, moral, social and cultural (SMSC) development well. Leaders intend to offer a range of trips and visits to pupils. Proposed visits include trips to museums, local parks and the local community. These SMSC activities are likely to support pupils to become active young citizens.  Leaders intend for pupils to learn about fundamental British values, such as democracy and the rule of law, through the PSHE curriculum and well-designed

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Main inspection findings

activities. For example, leaders propose visits from the local police to enhance pupils’ understanding of the risks that they may face in society.  Pupils will learn about all of the protected characteristics. This meets the latest statutory guidance. Leaders have embedded the protected characteristics successfully into the PSHE curriculum.  The standard in this part is likely to be met if the proposed school opens. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  The proprietor body has written an up-to-date safeguarding policy. This is published on the school’s website. The policy pays due regard to the latest statutory guidance from the secretary of state.  The proprietor body has ensured that staff complete suitable safeguarding training on appointment. This forms part of a structured induction programme. Staff learn how to recognise and respond appropriately to forms of neglect and abuse. Further training

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Main inspection findings

helps to develop staff’s understanding of how to protect pupils from harm. For example, staff receive useful training regarding the ‘Prevent’ duty and how to promote pupils’ mental health and well-being.  The proprietor body has not ensured that the welfare standards are likely to be met should the proposed school be opened. Furthermore, the proprietor body has not established a compliant single central record. Consequently, the proprietor body has not ensured that they have followed the requirements of the statutory guidance. Paragraphs 9, 9(a)–9(c), 10  The proprietor body has developed appropriate anti-bullying and behaviour policies. These promote positive relationships between pupils and staff. Sanctions and rewards are clearly identified. Leaders would record any incidents on an online record-keeping system. This will likely allow them to monitor pupils’ behaviour over time. Leaders have a detailed understanding of evidence-informed strategies that are likely to

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Main inspection findings

improve pupils’ behavioural and social and emotional development. Paragraphs 11, 12  The proprietor body has written a suitable health and safety policy. The policy complies with the relevant guidance. Staff have received health and safety training as part of their induction. This is likely to remain suitable if the proposed school is opened.  The proprietor body is vigilant for any possible risks to pupils. Staff report and remedy minor issues quickly and effectively. Leaders have ensured that electrical equipment has been tested by a competent person. However, at the time of the inspection, the proprietor body could not assure the inspector that suitable checks on the building had been completed satisfactorily. For example, there were no records pertaining to the electrical installation of the building, gas safety or if the water supply is tested to ensure that there is no risk of legionella.  Fire extinguishers have been checked regularly by a suitably qualified professional.

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Main inspection findings

Leaders have conducted regular fire drills for staff and pupils. Fire doors are in good working order and are free from clutter. However, leaders could not provide evidence that the building had an appropriate fire safety audit that considers the Regulatory Reform (Fire Safety) Order 2005. As a result, it was not possible to judge if the established procedures, and available firefighting equipment, were sufficient for the building. Paragraph 13  The proprietor body has written a suitable first-aid policy. This policy clarifies how first aid will be administered to pupils. The proprietor body has employed an adequate number of staff that will likely ensure that the policy is implemented effectively. Staff have received suitable first-aid training, including the required paediatric first-aid training for children in the early years. Paragraph 14  The proposed number of staff is appropriate to ensure that pupils will be supervised

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Main inspection findings

closely throughout the school day. Leaders demonstrated a clear understanding of their approach to supervising pupils with SEND. If required, they would work closely with local authorities in order to provide pupils with increased supervision. Paragraph 15  Leaders have established a register that complies with the Education (Pupil Registration) Regulations 2006. Currently, leaders complete this accurately for the part-time pupils that attend the on-site alternative provision. This is likely to remain compliant if the proposed school was opened.  Leaders would quickly contact parents and, where appropriate, the local authority for children in care, should any pupil not arrive at the start of the day. If required, leaders escalate attendance concerns to the local authority. They work closely with other agencies to support parents and pupils to improve their engagement over time. Paragraph 16, 16(a), 16(b)

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Main inspection findings

 The proprietor body has put a suitable risk assessment policy in place. Leaders have written a number of suitable risk assessments that are likely to reduce the risks faced by pupils. This includes risks associated with educational visits. The suggested actions to reduce risks are appropriate.  The standards in this part are unlikely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 17, 18(2), 18(2)(a)–18(2)(e), 18(3), 19(2), 19(2)(a)–19(2)(d)(ii), 19(3), 20(6), 20(6)(a)–20(6)(c), 21(1)–21(5)(a)(ii), 21(5)(c), 21(6)  Leaders understand the checks that need to take place prior to staff working in the proposed school. This includes verifying staff’s right to work in the UK and an enhanced Disclosure and Barring Service check.  Leaders have established a single central record. This does not contain all of the required information. As a result, the single central record is not compliant.

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Main inspection findings

 Leaders reported that they would avoid the use of supply staff. However, they understand the checks that they would need to carry out in order to ensure that any supply staff are suitable before they are employed to work at the school.  The standards in this part are unlikely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraph 25  The proposed school is located within the Castleton Swimming Baths building. There are several classrooms, a kitchen, a sensory area and storage areas. The proprietor body has ensured that this accommodation is of a good standard and is well maintained. Attractive displays and suitable furniture are appropriate for the proposed age and needs of pupils.  The proprietor body has not ensured that the landlord has completed satisfactory checks on the safety of the building. For example, checks on the safety of the water and electrical installation were not available. Consequently, the health, safety and

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Main inspection findings

welfare of pupils and staff cannot be assured. Paragraphs 23, 24, 28  There are separate toilet facilities for pupils and staff. These can be locked from the inside to provide privacy. Warm water does not pose a scalding risk to users. The facilities are clean and appropriate for the ages of the proposed pupils at the school.  There is a swimming pool located in the same building. This is well supervised and secured in order to reduce the risk of pupils accessing this space unaccompanied. Changing facilities are maintained to a high standard and include appropriate showers and toilets. There are separate facilities for boys and girls. Leaders access the swimming pool at a set time that ensures no members of the public are present.  The medical room is appropriate for the short-term care of sick and injured pupils. The room is close to a toilet and is equipped with suitable washing facilities. A fold-up

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Main inspection findings

bed provides pupils with a space to rest while recuperating.  Pupils attending the proposed school will have access to drinking-water throughout the day. Sources of drinking-water are clearly labelled and are in a separate area from the toilet facilities. Paragraphs 26, 27–27(b), 29(1)–29(1)(b)  The proposed school has a small yard at the side of the building. The access to this is through a gate from the front aspect of the building, adjacent to a busy main road. Consequently, it is not safe due to the proposed ages and needs of pupils. This is particularly inappropriate for younger children in the early years. The proprietor body is working with the landlord to generate an appropriate solution. Physical education sessions can take place in the swimming pool. Additional lessons will be timetabled to take place at a local playing field. Leaders have established a suitable risk assessment for this purpose.

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Main inspection findings

 Acoustic and lighting conditions are suitable for the nature of the activities that will take place. The sensory area is particularly conducive to meeting pupils’ needs. Classrooms are bright, attractive and well resourced.  Leaders have ensured that there is suitable external lighting. This helps to ensure that visitors, pupils and staff can enter and exit the building safely.  The standards in this part are unlikely to be met if the proposed school opens. Part 6. Provision of information Paragraph 32(1)–32(1)(c), 32(1)(f)–32(1)(i), 32(1)(k), 32(2), 32(2)(a), 32(2)(b)– 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3)–32(3)(g)  The proprietor body has launched a website for the proposed school.  Most of the required policies are available on the website. This includes policies regarding behaviour, safeguarding and the curriculum. Leaders intend to provide parents with copies of policies on request. This is likely to remain appropriate.

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Main inspection findings

 Leaders are used to providing local authorities with information regarding pupils with education, health and care plans (EHC plan). For example, a costed provision map and progress reports will be provided. This is likely to support the annual review process if the application to open the school was approved.  The proprietor body has not ensured that the complaints policy is available on the school’s website.  The standards in this part are unlikely to be met if the proposed school opens. Part 7. Manner in which complaints are handled Paragraph 33–33(k)  The proprietor body has established a clear complaints policy. The policy allows the complainant to raise their concerns informally and sets out clear timescales for each stage of the process. However, the policy does not state that a parent can be accompanied at a panel hearing if they wish.  This policy is not available on the school’s website.

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Main inspection findings

 The standard in this part is unlikely to be met if the proposed school opens. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The proprietor body has identified well-qualified professionals to form a governing body if the school was approved to open. Governors would offer regular support and challenge to school leaders and the proprietor body. The proprietor body has engaged successfully with the local authority in relation to their alternative provision. Leaders have acted quickly and effectively on advice. However, this support has not focused on the standards. Consequently, several are unlikely to be met if the proposed school was approved to open.  Leaders have suitable experience working with pupils with SEND. They understand how to meet these needs, including sensory and mental health needs, and how to provide a suitable curriculum for PSHE and pupils’ SMSC development. However, they

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Main inspection findings

have not provided appropriate schemes of work for the range of subjects offered that reflect the ages and aptitudes of the proposed pupils. This includes how to adapt the delivery of the academic curriculum for pupils with SEND.  Leaders have not considered a suitable approach to the delivery of a phonics curriculum for pupils of all ages that are at an early stage of reading.  The proprietor body has written policies that reflect their aims to support and promote pupils’ well-being. Leaders demonstrated their commitment to helping all pupils to stay safe. However, the proprietor body has not ensured that the single central record is compliant. Furthermore, the proprietor body has not ensured that suitable checks have been carried out on the safety of the building. This includes electrical and fire safety checks.  Leaders have not ensured that pupils, including those in the early years, are provided

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Main inspection findings

with a suitable area in which to play outdoors. The current area is not appropriate due to the proposed ages and the additional needs of the pupils.  Leaders have not ensured that all of the standards are likely to be met consistently if the proposed school opens.  The standard in this part is unlikely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The proprietor body has not established a suitable accessibility plan that meets the requirements of schedule 10 of the Equality Act 2010. The plan provided to the inspector does not reflect the proposed school site. Statutory requirements of the early years foundation stage  Several of the standards are unlikely to be met. Consequently, this impacts negatively many of the statutory requirements of the early years foundation stage. Noticeably, leaders have not ensured the well-being of children, as at the time of the inspection,

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Main inspection findings

leaders could not be assured that the building has been adequately checked. While all staff have received an enhanced Disclosure and Barring Service check, the single central record does not capture all of the required checks. As a result, it is not compliant.  The proprietor body has not ensured that the curriculum adequately accounts for children’s development in the required areas for learning. Some plans are more detailed, but many do not build in a way that is likely to help children to make good progress.  The proprietor body has not provided suitable outside space for young children to learn and play in. This is likely to have a negative impact on their development. The proprietor body is working with the landlord to plan an effective solution. However, at the time of the inspection, the outside space was unsuitable for young children to access.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

School status Independent special school

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Proposed school details

Proprietor Tree of Life Educational and Holistic Services CIC Headteachers Laura Frain and Catherine Widdrington

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Proposed school details

Annual fees (day pupils) £34,200 to £38,000

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Proposed school details

Email address info.treeoflife03@gmail.com

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age 10 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 17.5

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Provider already operating

Total hours of teaching provided per week 13.5

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recommendation

Age range of pupils 4 to 17 4 to 17 5 to 16 Number of pupils on the school roll 10 12 12 Reason for inspector’s recommendations  While it is unlikely that the school will meet the standards consistently if it were to open, leaders’ vision, plans and knowledge are better suited to pupils of statutory school age.

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 10 12

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 10 12

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 10 As required

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan 10 12

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 5 7

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School’s current position School’s proposal

Number of part-time teaching staff None 1

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School’s current position School’s proposal

Number of staff in the welfare provision None None

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Information about this proposed school

 The proposed school is located within Castleton Swimming Baths, Manchester Road, Castleton, Rochdale OL11 3AF.  The proprietor body is currently operating the school as an unregistered alternative provision. All pupils attend on a part-time basis. Some are dual registered with their home schools. Some pupils attend as part of an education other than at school package commissioned by local authorities. These pupils receive most of their education and therapy support from Tree of Life.  The proposed school will offer education, therapy and mental health input to pupils aged four to 17. It is likely that most pupils will have an EHC plan. Pupils’ needs will typically be associated with social, emotional and mental health, autism, attachment and trauma difficulties. Some pupils may have speech, language and communication needs and cognition and learning difficulties. It is likely that some pupils will be looked

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Information about this proposed school

after by local authorities.  Places will be commissioned by local authorities.  The proprietor body does not intend to use alternative provision.

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Information about this inspection

 This inspection was commissioned by the Department for Education (DfE) to determine if the school is likely to meet the standards if the DfE decides to approve the request to register this school.  This is the school’s first pre-registration inspection.  The inspector held discussions with members of the proprietor body, who are also the joint headteachers.  The inspector completed a tour of the school to check the suitability of the proposed premises against the relevant standards. The inspector considered a range of documents and policies relating to the curriculum, behaviour, safety and welfare that the proposed school will follow. The inspector checked documents relating to safeguarding, including the single central record.

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Inspection team

Adam Sproston, lead inspector His Majesty’s Inspector

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The school is unlikely to meet the following independent school standards

 2(1) The standard in this paragraph is met if-

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The school is unlikely to meet the following independent school standards

– 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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The school is unlikely to meet the following independent school standards

– 2(1)(b) the written policy, plans and schemes of work-

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The school is unlikely to meet the following independent school standards

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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The school is unlikely to meet the following independent school standards

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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The school is unlikely to meet the following independent school standards

– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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The school is unlikely to meet the following independent school standards

– 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills;

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The school is unlikely to meet the following independent school standards

– 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

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The school is unlikely to meet the following independent school standards

– 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

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The school is unlikely to meet the following independent school standards

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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The school is unlikely to meet the following independent school standards

– 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught;

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The school is unlikely to meet the following independent school standards

– 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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The school is unlikely to meet the following independent school standards

– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(3) The information referred to in this sub-paragraph is-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e),

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(6) The information referred to in this sub-paragraph is, in relation each member ("MB") of a body of persons named as the proprietor appointed on or after 1st May 2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable-

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Part 6. Provision of information

 32(2) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year.

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Part 6. Provision of information

Part 7. Manner in which complaints are handled.

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Part 6. Provision of information

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

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Part 6. Provision of information

– 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils.

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Early Years Foundation Stage

 1 The learning and development requirements.

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Early Years Foundation Stage

– 1.3. There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected.

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Early Years Foundation Stage

– 1.4. Three areas are particularly important for building a foundation for igniting children’s curiosity and enthusiasm for learning, forming relationships and thriving. These are the prime areas: communication and language, physical development, personal and social and emotional development.

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Early Years Foundation Stage

– 1.5. Providers must also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are literacy, mathematics, understanding the world and expressive arts and design.

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Early Years Foundation Stage

– 1.6. Educational programmes must involve activities and experiences for children, as set out under each of the areas of learning.

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Early Years Foundation Stage

Communication and Language. The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children’s language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to

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Early Years Foundation Stage

elaborate, children become comfortable using a rich range of vocabulary and language structures.

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Early Years Foundation Stage

Personal, Social and Emotional Development. Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships,

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Early Years Foundation Stage

co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

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Early Years Foundation Stage

Physical Development. Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities,

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Early Years Foundation Stage

puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.

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Early Years Foundation Stage

Literacy. It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

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Early Years Foundation Stage

Mathematics. Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and

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Early Years Foundation Stage

relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

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Early Years Foundation Stage

Understanding the World. Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

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Early Years Foundation Stage

Expressive Arts and Design. The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe. – 1.11. Practitioners must consider the individual needs, interests, and development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong

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Early Years Foundation Stage

foundation for children’s development in the three prime areas. The specific areas of learning provide children with a broad curriculum and with opportunities to strengthen and apply the prime areas of learning. This is particularly important in developing language and extending vocabulary.

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Early Years Foundation Stage

– 1.15. In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are: playing and exploring - children investigate and experience things, and ‘have a go’, active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements, creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

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Early Years Foundation Stage

 3 The safeguarding and welfare requirements.

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Early Years Foundation Stage

– 3.2. Providers must take all necessary steps to keep children safe and well. The requirements in this section explain what early years providers must do to: safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour; and maintain records, policies and procedures.

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Early Years Foundation Stage

– 3.7. Providers must have regard to the government’s statutory guidance ‘Working Together to Safeguard Children’ and to the ‘Prevent duty guidance for England and Wales’. All schools are required to have regard to the government’s ‘Keeping Children Safe in Education’ statutory guidance, and other childcare providers may also find it helpful to refer to this guidance. If providers have concerns about children’s safety or welfare, they must notify agencies with statutory responsibilities without delay. This means the local children’s social care services and, in emergencies, the police.

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Early Years Foundation Stage

– 3.20. Providers must follow their legal responsibilities under the Equality Act 2010 including the fair and equal treatment of practitioners regardless of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

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Early Years Foundation Stage

– 3.55. Providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for and the activities provided on the premises. Providers must comply with requirements of health and safety legislation (including fire safety and hygiene requirements).

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Early Years Foundation Stage

– 3.56. Providers must take reasonable steps to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency, and must have an emergency evacuation procedure. Providers must have appropriate fire detection and control equipment (for example, fire alarms, smoke detectors, fire blankets and/or fire extinguishers) which is in working order. Fire exits must be clearly identifiable, and fire doors must be free of obstruction and easily opened from the inside. – 3.59. Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). Providers must follow their legal responsibilities under the Equality Act 2010 (for example, the provisions on reasonable adjustments).

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Schedule 10 of the Equality Act 2010

 Arrangements made to fulfil duties under schedule 10 of the Equality Act 2010. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Schedule 10 of the Equality Act 2010

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Schedule 10 of the Equality Act 2010

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Schedule 10 of the Equality Act 2010

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Schedule 10 of the Equality Act 2010

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Schedule 10 of the Equality Act 2010

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Schedule 10 of the Equality Act 2010

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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