The third of the five outcomes by which Ofsted will inspect early years settings is 'Helping children to enjoy and achieve'. It is important that children enjoy experiences and activities so staff must plan for them to learn and develop in a stimulating environment.
This outcome is linked to:
* National Standard 3
* Birth to Three Matters: a skilful communicator and a competent learner
* Inspection of Nursery Education - the quality of children's learning and the quality of teaching.
National Standard 3 - care, learning and play
In particular, the outcome focuses on:
* Documentation that directly relates to how you plan for children's learning and development
* How you observe and record children's achievements, learning and development
* How you meet the needs of individual children
* How funded children (three- and four-year-olds) progress towards the early learning goals
* How children participate in a variety of activities and experiences - indoor, outdoor and while on outings
* How they use their experiences and activities to explore and investigate
* How children extend their thoughts, use language and have an awareness of mathematical thinking
* How they make decisions and become independent learners
* How they interact with other children and adults
* How staff ensure that children learn through play
* When playing, whether children enjoy experiences and activities.
Examples of good practice:
Staff sensitively interact with children and are aware if they are tired or upset. The children are able to use transitional objects from home as comforters, and staff accommodate this need and locate the object if it is mislaid. Frequent planning and monitoring of the curriculum help staff to take into account the age and developmental stage of each child so both older and younger children are set appropriate challenges.
The children like to choose photographs to be included in their records of achievement, enjoy regular trips to the local supermarket and are able to reflect on their learning experience. Many take part in weekly cooking activities, which helps to develop mathematical and scientific thinking.
They are delighted when using the computer and are keen to share what they know with staff. They exhibit autonomy in the setting, and are able to select their own play materials and assist in keeping the setting tidy.
Birth to Three Matters: a skilful communicator
In particular, the outcome focuses on:
* How children communicate and socialise positively with others
* How children use language to share thoughts
* How children listen and respond to situations
* How children understand and make themselves understood.
Examples of good practice
Children positively interact with each other and particularly like sharing stories together. They respond enthusiastically to stories and can sometimes predict the ending of a familiar book. At lunchtimes many use their language skills to share thoughts and ideas, and they enjoy staff singing repetitive songs and chants with them. Staff play an important role in developing their language skills by talking with them about their experiences.
A competent learner
The second relevant section of Birth to Three Matters focuses on:
* How children make connections in a variety of experiences and activities
* How children react imaginatively and creatively in their play
* How children are able to use mark-making materials and resources
* How children begin to understand that one object can represent another.
Examples of good practice
When using crayons, children are able to make meaningful marks and symbols.
They enjoy using the role-play area to create imaginative scenarios and show delight when playing with water. They use a selection of tools to enhance their experience when playing with different natural materials, make good use of play materials and resources, and work out how these operate through trial and error.
Inspection of Nursery Education: the quality of children's learning
In particular, the outcome focuses on:
* How children use all their senses to learn
* How children have time to explore meaningful ideas and interests
* How children's different needs are accommodated
* How the environment helps children to feel secure and valued
* How children use their language creatively and imaginatively
* How children learn from each other and initiate experiences/activities
* How children learn to make links in their learning.
Examples of good practice
Staff skilfully provide a range of experiences/activities that develop children's ideas and interests, regardless of their ability. For example, the children have monitored the growth of their herb garden and have been involved with this project from start to finish. They planted the seeds, cared for the plants and recorded their growth.
Children benefit from the wide selection of musical instruments available and are able to use their imagination to create musical rhythms. They naturally share what they know and can often be seen explaining and exchanging concepts with each other.
The quality of teaching
The second relevant section of Inspection of Nursery Education focuses on:
* How staff interact with children to develop their skills and knowledge
* How staff use language to extend children's language and thoughts
* How planning demonstrates that children make full use of the outdoor and indoor areas
* How staff observe children to assess their development
* How staff plan for children's next stage of learning
* How staff evaluate and reflect on children's learning.
Examples of good practice
Staff carefully interact with children during play sessions and ask appropriate open-ended questions that expand children's learning. When planning activities and experiences staff ensure that children experience all six areas of learning, which is demonstrated on the weekly/daily plans.
Children are very keen to use the range of play materials and equipment on offer in the outdoor area. Observations and assessments are used to plan for children's individual needs. Staff work with parents to effectively develop children's interests, providing experiences and activities that build on the learning that takes place at home. Children use 'share and care time' to share any new ideas or skills they have learnt.
Staff know the children very well, which helps them to plan for their next steps in learning. Staff also reflect and evaluate the learning that takes place within the setting, which helps to link experiences and activities to children's learning and development. NW
Laura Henry of Childcare Consultancy is at www.childcareconsult.co.uk
PREPARING FOR LIFE
Children need to be prepared for life by staff who can offer appropriate care and learning experiences. The learning environment needs to cater for all children's needs and interests, thereby helping them effectively to progress towards the early learning goals. It is essential that outdoor learning is of equal value and that staff make good use of the outdoor environment to develop children's skills and knowledge. Children's enjoyment and achievement is closely linked. If children do not enjoy what they are doing, they will not be able to achieve.
FURTHER INFORMATION
* Department for Education and Skills/Qualifications and Curriculum Authority (2000), Currciulum Guidance for the Foundation Stage, QCA
* Ofsted, 2001 and 2003, Full Day Care: Guidance 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 settings 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 settings:
* How the National Standards, Birth to Three Matters and Currciulum 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.