Personal Development, Behaviour and Welfare

How an Ofsted Inspector will make their judgement on the Personal Development, Behaviour and Welfare in your setting

During an Ofsted inspection the inspector will make a judgement against the section Personal Development, Behaviour and Welfare.

The grading descriptions that the inspector will award for each section is outstanding, good, requires improvement and inadequate.

Here are a few top tips in achieving outstanding in Personal Development, Behaviour and Welfare

1. How does your setting promote children’s sense of achievements?
2. How does your setting demonstrate a commitment to learning through a positive culture? can this be evidenced throughout the setting
3. How do you develop children’s self confidence and self awareness?
4. Does your nursery encourage the enjoyment of learning and how is this implemented in your setting?
5. Are children encouraged to explore their surrounding and use their imagination?
6. What is your settings settling in procedure?
7. How is children’s social and emotional development supported during transitions within the setting?
8. How are children supported in their transition in school?
9. How is your key person system implemented into practice?
10. What system do you have in place if a key person is absent? buddy system
11. Are all staff fully aware of your behavioural management policy and procedures, are strategies evident in everyday practice and consistent throughout the setting.
12. Is there information in your safeguarding policy informing practitioners of keeping children safe from relevant risks such as using the internet and social media.
13. How does your nursery promote children’s well being?
14. How do practitioners encourage children to respect others and values peoples opinions?

For the inspector to make their judgement they will need to obtain some evidence.

Sources of evidence an inspector will want to see;

• Direct observations – the inspector will observe children’s behaviours and their interactions with practitioners and each other. Also during the observations the inspector will look closely at the quality of care practice, especially how well routine are adapted for babies and toddlers
• Evidence of planning – showing the prime areas of learning especially Personal, Social and Emotional Development
• Evidence of assessment records evident children’s well-being
• The inspector will hold discussions with practitioners, children, practitioners and managers about how the key person is implemented into practice.
• Evidence of how children’s care routines are followed at nursery, how can your nursery evident this?
• Records of accidents, incidents and children’s attendance.

With regards to children’s attendance, nursery should be vigilant of children’s absence over long periods of time as this may indicate a safeguarding concern. The Ofsted inspector will discuss with the nursery about how the setting promotes children’s good attendance, especially for those children who are in receipt of the early years pupil premium development.

Grade descriptors for teaching, learning and assessment

Outstanding (1)

The highly stimulating environment and wide range of activities ensure that children are highly motivated and very eager to join in. They consistently show the characteristics of effective learning. They show high levels of curiosity, imagination and concentration. Older children listen intently and are highly responsive to adults and each other.

Children’s health, welfare and well-being are significantly enhanced by the vigilant and highly consistent implementation of robust policies, procedures and practice. High standards of care and hygiene practice support the personal care needs of babies and toddlers.

Practitioners are highly skilled and sensitive in helping children of all ages form secure emotional attachments. This gives children a strong base for developing their independence to explore their world and increases their confidence in their own abilities.

Children increasingly show high levels of confidence in social situations. They develop a positive sense of themselves and their place in the world. They develop a very good understanding of how to keep themselves safe and how to manage risks and challenges.

The strong skills of all key persons ensure that all children are emotionally well prepared for the next stages in their learning. Practitioners skilfully support children’s transitions both within the setting and to other settings and prepare them for the move to school.

Children demonstrate exceptionally positive behaviour and high levels of self-control, cooperation and respect for others that are appropriate for their age. They do not distract others or become distracted themselv

Children’s welfare and personal development are central to everything practitioners do. They are very effective in supporting children’s growing understanding of how to keep themselves safe and healthy

Practitioners give children a wide range of experiences that promote understanding of people, families and communities beyond their own. They teach children the language of feelings and give them opportunities to reflect on their differences.