PHASE 1: KNOWLEDGE & RESEARCH

Before the planning call, the inspector gathers a "top-level view" of the setting.

• Register Check: Confirms which registers the setting is on (Early Years or Childcare).
• Capacity Review: Notes the number of places available.
• Public Information: Reviews the setting’s website, previous inspection reports, and any online or press mentions.
• Local Context Data: Reviews deprivation levels, take-up of Early Years Pupil Premium (EYPP), obesity rates, and oral health statistics in the area.

PHASE 2: THE STRATEGIC PLANNING CALL

This call is the day before your inspection (usually by 10 am).

• Primary Contact: The inspector speaks with the leader or childminder directly.
• Conflict Check: Confirms there are no personal or professional conflicts of interest.
• The Nominee: Group settings identify a nominee to work closely with the inspector (this is optional for childminders).
• Electronic Communication: Confirms email addresses for sending documents.
• Initial Practicalities: Discusses any required reasonable adjustments for those participating in the inspection.
• Well-being: Discusses the well-being of the leader and identifies who supports them.
• Inclusion Focus: Discusses how staff identify and support disadvantaged children, those with SEND, or those known to social care.
• Curriculum Ambition: You must articulate what you want all children (including babies) to know and achieve.
• EYPP Rationale: Discusses how any Pupil Premium funding is used and its impact.
• Case Sampling: Identifies specific children for the inspector to "track" (representative of SEND, EYPP, or other barriers).
• Timetable Agreement: Arranges times for meeting the Safeguarding Lead (DSL), the SENCo and staff. Additionally, discusses parent feedback questionnaires (this is optional but recommended)

PHASE 3: THE STATUTORY DOCUMENT AUDIT

Inspectors check these specific records as a priority early on the day.

• DBS Records: Current Disclosure and Barring Service records for all relevant staff.
• Safer Recruitment: Documentation of the procedures used to vet staff.
• Paediatric First Aid (PFA): Evidence of valid PFA certificates as required by the EYFS.
• Single Central Record: A clear list of staff and their background checks.
• Statutory Policies: All policies required by the EYFS framework must be accessible.
• Staff List: Includes any apprentices or trainees on placement.

PHASE 4: THE WALK AROUND

The focus is on "first-hand evidence" of the children's daily experiences.

• Staff Introduction: Brief meeting with all available staff and children to build rapport.
• Shared Observations: The inspector and leader observe activities together, focusing on curriculum, teaching, and progress.
• Reflective Discussions: Scheduled check-ins (usually halfway through) to discuss emerging evidence and how it aligns with your self-evaluation.
• Stakeholder Interviews:
• Parents: Informal discussions at the start or end of the day to gather their views.
• Staff: Private conversations about their workload, well-being, and induction/mentoring.
• DSL & SENCo: Detailed meetings regarding safeguarding culture and support for specific needs.
• Tracking Case Samples: Deep-dive into the files and daily experiences of the children identified during the planning call.
  

PHASE 5: GRADING & REPORTING

• Final Feedback Meeting: A formal summary of key findings, strengths, and priorities for improvement.
• The Report Card: A written document that explains the findings and clearly states what the setting must improve.
• Next Steps: If you require support after your inspection, we can signpost you to our services, but it isn't required that you use them. Most find them helpful, but some choose to create an internal action plan.