Strengths and Weaknesses of Ofsted Report - Essay Example

Strengths and Weaknesses of Ofsted Report Collage: Introduction The researcher seeks to scrutinize the provided Ofstedreport for local day care provider in order to examine and evaluate the critical areas of strengths and weakness benchmarked against the Statutory Requirements (DfE 2014). In addition, the researcher shall identify and critically analyze two theories of leadership and showcase how a particular manager can integrate such theories in meeting his set principle goals in an organization. Each child deserves the best of her interest with respect to starting in life and the support that makes her fulfill her potential. The Statutory Requirement provides that The Early Years Foundation Stage (EYFS) sets the benchmarks necessitating early year’s providers to adhere. Such standards ensure that children learn and develop effectively, safe and the healthy. In order to scrutinize the strength and weakness of Ofsted report, the researcher strictly employs EYFS provisions that seeks to ensure quality and consistency in all early years setting to ensure each child effectively progress and no kids lags behind. Second, a secure foundation via learning and development opportunities that are designed with the needs and interest of every individual child and whether they are regularly assessed. Thirdly, Partnership working with providers and parents as well as cares. Finally, equality of opportunity as well as anti-discriminatory practices for equal inclusion and support of every child. Strengths Effective Partnership with Parents Analysis of the report reveals an active partnership between the providers and fathers that is in line with the provision of the Statutory Requirement. The active cooperation is essential to this organization as staff keep parents updated about their children’s progress and suggest ways in which parents can further support their children’s studies at home. According to the section one of Statutory Requirement, learning and development recognizes the active partnership with parents and practitioners as a promoter of the learning and development of all children in the care besides ensuring that they are set for school. The existing evidence on how children learn and reflect the vast range of knowledge, skills and attitudes required by children as the foundations for real future progress. The Early Years providers, therefore, ascertain that children complete the EYFS in order to grasp the future opportunities. Such active partnership help realize the seven key principles of learning and development such as communication and language, physical development, personal, social and emotional development. In addition, the children grasp the insight to understand the world and expressive arts and design, literacy and mathematics through learning and development. Qualified Staff and Managers Analysis of the report uncovers that at Nurture SW19, all the staff hold appropriate early years qualification with the managers holding Early Years Professional Status. Such qualifications are prerequisites in the Statutory Requirement for day care providers to ensure adequate care for the children. Appropriate procedures to supervise and assess the suitability of staff exist that provide new employees awaiting checks are overseen with children. Induction of new employees guarantees the provision of sufficient information on policies and procedures. The organization provides that ratios are adequately maintained throughout the day with each room having the lead member of staff and permanent staff supported by the bank staff employed by the nursery. All children are accessed to an entirely enclosed Outdoor Play area As required by the Statutory Requirement based on the need for all children to play, the facility upholds this provision. The children have routine opportunities to engage in outdoor play. Some push buggies, climb the slide and hide in tunnels. There is a range of tools accessible to children to play such as the use of brushes to paint, scissors t cut and they tip and pour the sand. There is an opportunity availed for children to express their creativity such as pre-school children paint a portrait of their family despite the inability of the adult-directed arts and crafts activities to enable children design individual’s unique creations. Safeguarding The facility upholds the Section three of Statutory Requirement by offering older children some opportunities to learn how to keep safe such as they discuss road safety before outings and use knives to cut fruits. Children are motivated to lead a healthy lifestyle as they engage in a range of physical activities such as balance on beams and ride bikes that boosts their physical development. The menu is balanced and consistently reviewed by the owner and the Chef as required by the Statutory Requirement. The children are supervised as they make their fruit salad and enjoy eating such self-makings (GORDON & BROWNE 2014, p. 34). The facility offers suitable sleeping arrangements with cross infection proactively curbed through efficient bedding storage system. Staff frequently inspect sleeping children and monitor the room temperatures to ensure safeness and comfort of children. Many staff hold a first aid certificate was enabling them treat injuries sufficiently. Personnel and the nominated individual in charge of safeguarding have suitable understanding of procedures in cases of children’s welfare. In addition, security on the front door is efficient with a staff member monitoring the door during the day. Parents access safeguarding practices. Weakness Inconsistencies in delivery of Educational Programme (Very young children) According to the inspection judgment, there are differences in the provision of the educational programs across the nursery. Such a weakness arises from the fact that some staffs lack better understanding of how children learn (WEIS 1991, p. 78). Despite the completion of observation on children and subsequent identification of way forwards amongst the learners by staffs as required by the Statutory Requirement, the system is ineffective in particular nursery rooms based on the application of outdated planned activities that are uninspiring and hence failing to engage at all. Such weakness of poor delivery of educational Programme culminates to some children making inadequate progress in their learning and development. The staff are incapable of consistently encouraging the children’s communication, language skills especially for the youngest children. There is little conversation with the children in the toddler room beyond set of instructions as some staff fail to recognize the significance of how young children’s communication and language develop. Such challenges make very young children unable to gain the required skills to progress in the learning. Ineffective Leadership and Management The Scrutinizations of the report unearths a weak leadership and administration at Nurture SW19. There are ineffective procedures for risk assessments since staff fail to access the impact of the hazards accessible to some children. The flawed planning suitable activities and safety concerns informed the inspections. Some staff lacks an understanding of how children learn to aid them in planning for activities that enable every child progress (FAIRCHILD, BAYER & COLGROVE 2007, p. 67). Despite the safeness of a greater part of the facility, the open window on the first floor was hazardous, and the staff failed to risk effectively assessed. Consequently, children stretch their hands out of the window getting their fingers trapped. Inconsistencies in staff actions are not fully unearthed. Lack of Stimulating Environment Despite the staff knowledge of the children’s individual developmental needs, they do not consistently support children’s development due to lack of an enabling environment and hence violates the Statutory Requirement that advocates enabling the environment. Theories of Leadership The paper discusses are transformational and transactional leadership theories. Transformational leadership theory involves a process by which an individual interacts with others and is capable of creating a substantial relationship that culminates into a high percentage of trust resulting from an increased intrinsic and extrinsic motivation in both leaders and followers. Transformational leaders thus transform their followers via their inspirational features and charismatic personalities. Such leaders design flexible rules and regulation guided by group norms, and such attributes provide a sense of belonging to the followers who identifies with and associate with their leaders and its purpose. Transactional leadership implies exchange theories of leadership driven by a transaction between the leader and the followers based on z positive and mutually beneficial relationship. It is useful only with efficient framework to punish or reward for performing leader-assigned tasks. Such leadership is effective when they culminate into a reinforced the environment where individual and organization goal is in sync. Transactional leadership advocates individual’s maximization of pleasurable experience and to diminish unpleasurable experience hence followers associate to leaders that add to their strengths. Such leadership theories are relevant for strategic managers as they will able to create harmonious teamwork as their members will be motivated to carry out the assigned task in order to be rewarded and avoid punishments (SCHYNS & MEINDL 2005, p. 65). Besides, creation of the sense of belonging amongst the followers make them act effortlessly towards the realization of the set goals. Conclusion In conclusion, the development of children in early years is fast and children’s future life is solely embedded their early years’ experience especially between birth and five. Children, therefore, need to be safe, secure and happy in their childhood periods. However, such requirements significantly depend on good parenting, and high quality early learning together leading to the practical foundation for children to realize their abilities and talents (COOPER & DOHERTY 2010, p. 87). The Statutory requirements outline standards required by Early Years Foundation Stage that must be upheld by daycare providers. Nurture SW19, therefore, needs to ensure they promote the identified strengths besides counteracting the weaknesses in order to comply with the statutory requirement. Bibliography COOPER, L., & DOHERTY, J. (2010). Physical development. London, Continuum International Pub. Group. FAIRCHILD, A. L., BAYER, R., & COLGROVE, J. (2007). Searching Eyes Privacy, the State, and Disease Surveillance in America. Berkeley, University Presses of California, Columbia and Princeton. http://public.eblib.com/choice/publicfullrecord.aspx?p=318087. GORDON, A. M., & BROWNE, K. W. (2014). Beginnings and beyond: foundations in early childhood education. HANDEL, G. (2006). Childhood socialization. New Brunswick, Aldine Transaction. HANSHAW, B. N. (2003). The world through our eyes: a collaboration of essays by international students. Lincoln, NE, iUniverse, Inc. LERNER, R. 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(1991). Critical perspectives on early childhood education. Albany, N.Y., State University of New York Press. Read More