Early Years Inspections Digital Conference

• The new grading system and report cards
• Evaluation criteria and how Ofsted gathers evidence
• Changes to the frequency of inspections and monitoring arrangements
• The process – notification, the planning call, inspection activities, final feedback meeting
• The role of nominee and what they do

Ofsted will assess how well leaders and managers organise the provision, support staff, meet statutory requirements, and ensure continuous improvement.

• Using the Early Years Inspections toolkit
• Meaningful self-evaluation, benchmarking and driving improvement
• Securing strong foundations for learning and setting high expectations for every child
• Ensuring fair and reliable practice across teams
• Ensuring staff feel skilled, confident and prepared to evidence their impact

• Aligning curriculum practice with the renewed inspection framework
• Using play to meeting individual child needs – with a focus on intent, implementation and impact
• Supporting strong progress for every child and tailoring curriculum to meet individual child needs, particularly for vulnerable children
• Delivering a curriculum for all: meeting different needs across EYFS and supporting the individual developmental stages of children
• Supporting the development of communication and language in early years

Under the new framework, safeguarding is graded as either Met or Not Met

• Embedding a culture of vigilance where concerns are raised without fear
• Ensuring staff feel confident to speak up and act in the best interest of children
• The evolving Designated Safeguarding Lead (DSL) role
• Safer recruitment
• Maintaining accurate safeguarding records
• Working in partnership with local authorities and social workers to strengthen safeguarding arrangements
• Out-of-school settings: safeguarding guidance for providers

With a new focus on inclusion, providers must show how well they remove barriers, and support all children, including those with additional needs and from disadvantaged backgrounds.

• Removing barriers to learning and wellbeing: identifying needs early and adapting provision to support all children
• Making effective reasonable adjustments
• Securing the right specialist support quickly

Early years inspections will evaluate behaviour, routines, and attendance as well as how effectively the provision supports children’s physical and emotional well-being, safety, health and care needs.

• Setting consistent expectations for behaviour
• Setting routines to help children feel secure and learn to manage their own behaviour
• Fostering positive attitudes to learning, a sense of belonging, and regular attendance
• Creating a safe, calm and respectful space where every child feels valued and able to thrive
• Developing secure attachments, emotional health and development, and safe & welcoming environments
• A whole-school approach to well-being and supporting staff well-being

• Working effectively with parents and carers to build trust and support children’s learning and wellbeing
• Communicating with parents around the new inspection framework
• Strengthening collaboration with local authorities and social workers to ensure timely support, shared accountability and improve multi-agency safeguarding
• Embedding partnership working into everyday practice to enhance inspection readiness and outcomes

Out-of-school provision on the Early Years Register is inspected under the early years inspection arrangements, but with a clear focus on care, safety, inclusion, routines and leadership, rather than curriculum and teaching.

Learn from an early years provider previously judged outstanding for overall effectiveness in their 2025 inspection. Gain practical insight into their experience of inspections, self-evaluation and the key areas they prioritise for continuous improvement.