The fourth of the five outcomes by which Ofsted will inspect early years settings is 'Helping children make a positive contribution to the provision and the wider community.' In order for children to make a significant contribution to the provision they need to feel that their opinions and thoughts are valued.
This outcome is linked to:
* National Standards 9, 10, 11, 12
* Birth to Three Matters - A strong child
* Inspection of nursery education - The effectiveness of the partnership with parents and carers in promoting children's learning and whether the children's spiritual, moral, social and cultural development is fostered National Standard 9
Equal opportunities
* How staff recognise and acknowledge children's differences
* How children develop an understanding of their own beliefs and culture
* How children develop an awareness of different groups within their local community and society
* How children have access to a range of equipment and resources that positively reflect all sections of society
* How staff demonstrate an understanding of your equal opportunities policy
* How you comply with relevant legislation.
Examples of good practice
Children enjoy taking part in activities that develop their understanding of their own and other cultures, and look forward to visits from key people in the community. Staff are aware of equality and inclusion issues in line with the setting's equal opportunities policy. Children have many opportunities to take part in gender-free activities and experiences. Staff make sure that children are provided with a wide selection of anti-discriminatory and anti-bias play materials and resources.
National Standard 10
Special needs (including special educational needs and disabilities)
* How the setting adapts the environment to meet the needs of children with disabilities
* How the registered person implements the code of practice (2001) for the Identification and Assessment of Special Educational Needs
* How the written statement makes reference to legislation and guidance
* How children with special needs and disabilities access the curriculum
* How staff are respectful to children when attending to their personal needs.
Examples of good practice
Careful planning ensures that children with special needs and disabilities are integrated into the setting. Children have benefited from adaptations to the setting, which enable them to make good use of the play materials and equipment. Staff work with other professionals and parents to devise each child's Individual Education Plan (IEP); as a result staff are able to set achievable and realistic goals for children.
National Standard 11
Behaviour
* How staff put into practice the setting's behaviour management statement
* How staff deal with inappropriate behaviour
* How children understand right from wrong
* How effective the named member of staff who has responsibility for behaviour management issues is.
Written evidence
Under the Children Act regulations (Ofsted, 2003), which are a requirement of registration, you must:
* Not give corporal punishment to a child in your care, or allow any other person looking after children or living and working on the premises to do so.
Examples of good practice
Children behave very well and are able to share and take turns. They have the opportunity to make decisions and are given choices, which helps them to learn right from wrong. Children model the positive behaviour of staff and are able to deal sensitively with issues. They show a genuine respect and understanding of each other.
National Standard 12
Working in partnership with parents and carers and Inspection of nursery education
The effectiveness of the partnership with parents and carers in promoting children's learning
* How parents are welcomed into the setting
* How parents inform staff on all issues regarding their child's needs
* How staff respect and accommodate parents wishes
* How specific documentation is shared with parents
* How parents are involved in the setting
* How the setting maintains confidentiality.
Written evidence
Under the Children Act regulations (Ofsted, 2001, 2003, 2005), which are a requirement of registration, you must:
* Keep a record of the name, address and date of birth of each child and the name, address and telephone number of a parent
* Investigate all complaints made by parents, whether they are in writing or in electronic form, where these relate to one or more of the national standards. You must provide the parent who made the complaint with an account of the findings, and any action taken as a result, within 28 days.
You must keep a written record of complaints, any action taken and the outcome of any investigation, and provide a summary on request to any parent of a child for whom you act as a childminder or provide day care and to Ofsted. Records must be retained for 10 years from the date on which the record was made.
* Where reasonably practicable, you must notify parents that you are to be inspected if you have been notified of a forthcoming inspection. You must, where reasonably practicable, also provide a copy of the report to the parents of children attending within five working days of receiving it.
This regulation applies to those parents who have given you their name and address and whose children have attended the provision for the 12 weeks before the inspection, for at least two periods of two hours in every week.
You may charge a fee for providing a copy of the report but this must not exceed the cost of supply.
Examples of good practice
There are strong home and setting links, and parents have many opportunities to discuss and record their child's interests. Staff make good use of this information and are able to plan for children's individual needs. Children enjoy seeing their parents sharing their gifts and talents within the setting. Parents report that staff do value and appreciate their involvement within the setting. As a measure of good practice, parents have to sign and date that they have read and understood all relevant policies and procedures.
Birth to three
Strong child
* How children develop an awareness about themselves and how staff support this
* How children increase their self-confidence
* How children develop meaningful and secure relationships with other adults and children
* How staff make sure that children feel part of the setting
Examples of good practice
The keyworker system works well, and children benefit from spending time with their keyworker. Children especially enjoy playing games that encourage them to develop an awareness of themselves and others. Effective planning of experiences and activities helps children to develop their self-esteem and self-confidence.
Inspection of nursery education
Whether the children's spiritual, moral, social and cultural development is fostered
* How children begin to develop their identity
* How children develop a view about other cultural values and opinions
* How children flourish in relationships.
Examples of good practice
If the overall aim of this outcome is to be achieved, staff need to ensure that children develop a meaningful sense of themselves and society as a whole. This will ensure that children's spiritual, moral, social and cultural development is fostered. NW
Laura Henry of Childcare Consultancy is at www.childcareconsult.co.uk
Inspections: outcome 4
Further information
* Department of Education/Qualifications and Curriculum Authority (2000), The Curriculum Guidance for the Foundation Stage, QCA
* Ofsted (2001 and 2003), Full Day Care: Guidance to the National Standards
* Sure Start (2002), Birth to Three Matters: A framework to support children in their earliest years, DfES
* www.everychild matters.gov.uk
* www.ofsted.gov.uk
* www.dfes.gov.uk
* www.dh.gov.uk
About this series
In line with the current inspection process and the Children Act 2004, Ofsted will not now give settings notice of inspection and will assess how they meet children's needs within the following five outcomes:
* Helping children to be healthy
* Protecting children from harm or neglect and helping them stay safe
* Helping children to enjoy and achieve
* Helping children make a positive contribution to the provision and wider community
* Helping children to achieve economic well-being.
This series, therefore, aims to show:
* how the National Standards, Birth to Three Matters and Curriculum Guidance for the Foundation Stage link to each of the outcomes
* what relevant evidence to gather. With no notice of inspection, all the required evidence needs to be in place at all times
* what practice settings should aspire to.