Ofsted Registration Visit

The Ofsted inspector is coming – are you ready for their questions? 😅 Don’t worry, take a deep breath! In today’s video, I’m going to walk you through the most common questions Ofsted asks during the pre-registration visit and, importantly, how to answer them with confidence. By the end, you’ll not only know what to expect – you might even impress that inspector! So if you’re feeling nervous about your Ofsted registration interview, stick around – I’ve got your back (with some personal stories and a bit of humor to ease the tension!).

Introduction – What is an Ofsted Pre-Registration Visit?

Hello lovely people! Welcome to “How to Open a Nursery UK” – I’m [Your Name], and I help folks like you open and run successful nurseries. Today we’re tackling a milestone every new nursery owner or childminder faces: the Ofsted Pre-Registration Visit. This is basically an interview (usually in person at your proposed setting) where an Ofsted inspector checks that you understand how to keep children safe, happy, and well-cared-for. Think of it as a friendly (yes, friendly!) quiz to make sure you’re ready to be registered.

I know the thought of being quizzed by Ofsted can be nerve-wracking. You might be wondering: “What if I freeze up? What if I don’t know an answer? What exactly will they ask me?!” I’ve helped dozens of new providers through this process, and trust me – it’s far more manageable than it seems once you know what to expect.

In this video, I’ll cover the key questions inspectors typically ask, grouped by topic (like safeguarding, health, learning, etc.), and give you tips on how to answer them. I’ll also share some personal anecdotes from my experience and my clients’ experiences – including the tricky safeguarding scenarios and how to handle them. We’ll keep it conversational, like we’re having a chat over coffee (albeit a coffee where I pretend to be the Ofsted inspector grilling you 😂). By the end, you’ll feel prepared, reassured, and maybe even empowered to ace that visit!

(Quick note: While I’ll mention a lot of questions, you likely won’t be asked absolutely everything we cover. Every inspector is a bit different. But if you can answer the ones in this video, you’ll be in fantastic shape no matter what.)

Alright, let’s dive in!

Safeguarding and Child Welfare – Ofsted’s Top Priority

If there’s one area you must nail, it’s safeguarding. Ofsted will always ask several questions to ensure you know how to keep children safe from harm. They might start broadly and then go into scenarios. Here are typical questions and how to handle them:

• “What does safeguarding children mean to you?” – This is often an opening question. A good answer is: Safeguarding means protecting children from harm, ensuring their health and development aren’t impaired, and making sure they grow up with safe and effective care. In short, it’s everything we do to keep children safe and well. Show that you understand it’s not just about obvious abuse, but also general well-being. Mention that it includes things like child protection from abuse, but also safety in the setting (preventing accidents, etc.). Essentially, it’s your overarching duty.
• “What information will you need to get from parents before you start caring for a child, and how will you keep it confidential?” – They want to see you know about registration forms, child records and privacy. You should answer that you’ll gather key info like the child’s full details, emergency contacts, medical info, dietary needs, allergies, developmental info, who can collect the child, etc. And you’ll keep this in a secure file or database, only accessible to those who need it, complying with GDPR. This shows you respect confidentiality and understand the importance of accurate records.
• “How will you keep children safe indoors, outdoors, and on outings? And how will you help them become independent while keeping themselves safe?” – This covers risk assessment and supervision. You can say: Indoors, I will ensure plug sockets are covered, dangerous items out of reach, furniture secured – a generally childproofed environment. Outdoors, I’ll secure the play area, check gates/locks, and watch for hazards (like removing broken toys, supervising climbing frames). On outings, I’ll do a risk assessment (plan the route, carry a first aid kit, emergency contacts, do headcounts, maybe use high-vis vests). Emphasize always maintaining proper ratios and supervision. For helping children become independent safely: mention teaching them safety rules (like not running inside, holding hands to cross street), giving them little responsibilities under supervision, and gradually helping them learn to manage risk (for example, using child-safe scissors with guidance). This shows you balance safety with learning.

Now, safeguarding scenarios – these are the ones people fear, but let’s break them down. The inspector might give you a hypothetical situation to test how you’d respond to signs of abuse or danger. Remember this structure for any safeguarding scenario: identify the issue, note the signs, explain your procedure (what actions you’d take), who you’d report to, and how you’d support the child (and family if appropriate). Let’s go through a couple examples:

Scenario 1: Signs of Abuse or Neglect. They might ask, “What are possible signs of child abuse or neglect? What would you do if you suspected a child was being abused?” – First, list a few key signs for different types of abuse:

• Physical abuse: unexplained bruises, burns, the child flinches or is afraid of going home.
• Neglect: child is consistently dirty, very hungry, inappropriately dressed for weather, or health issues untreated.
• Emotional abuse: extreme behavior (very aggressive or withdrawn), lack of attachment, the child says negative things about themselves that sound like adult words.
• Sexual abuse: knowledge or talk about sexual topics inappropriate for their age, genital soreness, or trying to avoid a specific person. After listing signs (you don’t have to cover every single one, just show you know red flags), say what you’d do: I would take any signs seriously. I’d carefully record my observations (what I saw/heard, dates, times) because having accurate notes is important. I would not confront the parent or abuser myself (to avoid tipping them off or making things worse). Instead, I would report my concerns to the appropriate authorities immediately. As a new provider, that typically means calling the Local Authority Children’s Social Care (social services) to report suspicions of abuse. If a child was in immediate danger, of course I’d call the police. Also mention that you’d inform your Designated Safeguarding Lead (if you have staff, that might be you as the owner or a manager). Essentially, show that you know the chain: observe -> record -> report to safeguarding professionals. Who to contact/share with: Typically the Local Safeguarding Children Partnership or MASH (Multi-Agency Safeguarding Hub) in your area. If you’re a childminder or small nursery, you yourself would ring them. If you had a manager, you’d tell the manager/DSL and they’d report. You might say, “I won’t keep it a secret – I know I must share the information with safeguarding authorities for the child’s protection.”

And support for the child: say you’d continue to comfort and support the child normally, ensure they feel safe and listened to, and follow any guidance from social services about next steps. The key is never promise the child to keep secrets – an inspector loves to hear that you’ll tell the child “I will have to tell someone whose job is to help keep you safe.”

Scenario 2: Female Genital Mutilation (FGM). This is a specific safeguarding issue inspectors increasingly ask about, to ensure you’re aware of it. They might ask something like, “What would you do if a parent of a little girl in your care says they’re taking her abroad for a ‘special celebration’ and the child seems anxious about it?” – They’re testing if you’d recognize this as a potential sign of FGM (a harmful practice illegal in the UK). The way to answer:

1. Identify the issue: It sounds like this could be a risk of FGM. (Name it – show you know what FGM is and that it’s illegal and a form of abuse.)
2. Signs: The scenario itself is a sign – talk of a special trip/ceremony for a young girl, especially if from a community where FGM is known to happen, could be a red flag. The child’s anxiety could be another.
3. Procedure: I would not ignore it. FGM has a mandatory reporting duty for professionals if it’s known (for under-18s). So I would immediately contact the police and social services because this is an imminent serious harm. (Yes, with FGM you do report straight away; it’s very serious.) Explain that you’d handle it sensitively but firmly – likely informing the authorities without alerting the family until advice is given, to prevent the child being taken out of reach.
4. Who to report to: Specifically mention the police (FGM is a crime) and Children’s Social Care. If you have a Local Authority Designated Officer (LADO) or safeguarding lead, loop them in too, but basically, it’s an immediate referral.
5. Support the child/family: Acknowledge it’s a culturally sensitive issue, but the child’s safety comes first. You’d ensure the child is kept safe (maybe not let them leave with the parent if possible until authorities say so). Later, after authorities are involved, you might provide the family with information on why FGM is illegal, etc., but that’s usually handled by social services. Your job is to raise the alarm and protect the child.

If you outline it like that – identify FGM, say you’d act urgently and report – the inspector will be nodding with approval. They want to see you won’t hesitate in a life-and-death or permanent-harm situation.

Scenario 3: Allegation Against You or Staff. They may ask, “What would you do if an allegation was made that you (or a staff member) harmed a child?” This is about your complaints and safeguarding procedure. Answer: I have a clear complaints policy. If an allegation is made against me or anyone in my household/staff, I would take it very seriously. I would notify Ofsted (because providers must inform Ofsted of allegations). I would also contact the Local Authority Designated Officer (LADO), who handles allegations against professionals. I’d cooperate fully with any investigation. Also mention that to protect children, you (or the person) might step back from duties during investigation (e.g., “I understand I might have to suspend childcare if needed while things are looked into, to ensure transparency and safety.”). Show that you know you can’t just brush it off – you follow procedure. And you’d inform parents as appropriate of the steps being taken. The inspector wants to see that even if it’s about you, you’d prioritize the children and due process over your own ego.

Whew, that was a lot on safeguarding – but honestly, it’s the most crucial part. If you demonstrate strong safeguarding knowledge, you’re halfway to a pass! I always tell my clients: nail safeguarding and the rest will feel easier.

Health, Safety, and Hygiene – Keeping Everyone Safe and Healthy

Next up, Ofsted will ask how you keep children healthy and safe in a more day-to-day sense. Expect questions about first aid, illness, medication, food, and safety practices. Here’s what to be ready for:

• “Have you completed a paediatric first aid course? What would you do if a child arrived with an injury or became ill during the day? How will you store and administer medication?” – They are checking that you’re prepared for accidents and health issues. So you should definitely have (or be booked onto) a 12-hour paediatric first aid course – say yes, and mention any certification. If a child arrived with an injury: I would record the details of the injury in an existing injuries log and ask the parent what happened, both to understand if any safeguarding concern and to have on record. If it seemed suspicious, it ties back to safeguarding (we covered that). If a child becomes ill: I would isolate them from others if it’s possibly infectious, keep them comfortable, and call their parents to collect them. If it’s serious (like difficulty breathing, a high fever, broken bone), I wouldn’t hesitate to seek medical attention – call 999 or take them to A&E as needed, and then inform parents. For administering medication: I will have a written medicine policy. Medicines (like prescribed ones) will be kept in a secure place out of children’s reach (like a high cupboard or locked box in the fridge for ones needing refrigeration). I would only give medication with parents’ written permission (except maybe Calpol for fever if prior consent given, etc., depending on your policy). I’d log every dose given (time, amount) and have parents sign the record when they pick up. Also say you’d check expiry dates on meds and never give the first dose of a new medication (parents should do that in case of allergy). This shows you’re thorough and safe.
• “What food and drink will you provide? How will you manage dietary needs and allergies? How will you find out about these?” – Outline that you plan to provide healthy, balanced meals and snacks (if you are providing food). For example, I’ll serve things like fruits, veggies, wholesome lunches – and fresh water will always be available. Allergies/dietary requirements: I will ask parents for all dietary needs on the enrollment form and discuss in person. I’ll keep a list (maybe a chart in the kitchen) of each child’s allergies or dietary restrictions (like no nuts, Halal only, no dairy, etc.) so me and any staff are 100% aware. Explain you’d take care to avoid cross-contamination (clean utensils, etc. if a child has a severe allergy). And you’d communicate with parents to double-check ingredients if unsure. They want to see you won’t accidentally give a kid the wrong food! Also mention if you plan to follow something like menus in advance and how you’ll educate kids about healthy eating (this ties to the next question sometimes).
• “How will you promote healthy eating and the importance of exercise and fresh air for children?” – They might slip this in because promoting health is part of the EYFS. Good answer: I will involve children in fun activities about healthy foods – like tasting different fruits, maybe growing vegetables or doing a food rainbow chart. I’ll encourage them to drink water and make mealtimes positive. For exercise and fresh air: we’ll have daily outdoor play (weather permitting) – running, climbing, riding trikes, going on nature walks. Show enthusiasm: “I know little ones need to move! We’ll do music and movement sessions, toddler yoga, or dancing games indoors if we can’t go out.” The idea is you understand children shouldn’t be cooped up – they need active play for health. Mention fresh air and outdoor learning benefits (even if just playing in the garden daily). That covers the bases.
• “If you have visitors to your setting while children are present, how will you ensure children are safe? What about if a visitor is smoking or using their phone?” – This tests your understanding of not leaving children with unchecked people and modelling good behavior. So: Any visitors (like a handyman, or prospective parent, etc.) will never be left unsupervised with the children. I’d always stay with them, or if it’s staff, ensure at least one vetted staff stays. If someone like a delivery person comes, I might ask them to wait outside the play area, etc. For visitors smoking: My setting will be a strict no-smoking environment (as required by law). If a visitor needed to smoke, they must go completely off the premises/outside away from children. For phones: I have a policy that only work devices can be used for photos and no personal phones around children. Visitors would be asked not to use their phone or to step out if they must. Also, mention how you’d explain safety messages to children: like you might talk to them about why we don’t play with matches (fire safety) or why adults have rules about phones (e-safety in a simple way). They want to see you set boundaries for adults and also educate kids gently (e.g., “We might tell children, ‘grown-ups shouldn’t be on phones when taking care of you, because paying attention keeps you safe’ in a child-friendly way.”). Essentially: supervise visitors, no unsupervised access, enforce your no smoking/phone rules.
• “What would you do in case of a fire or emergency evacuation?” – This might come under safety: I will have a fire evacuation plan. Describe it: If the fire alarm goes or I detect a fire, I’d gather the children, use our escape route (exits), and take the attendance register and phone with me if safe to do so. We’d meet at the assembly point (say, the front gate or a neighbor’s driveway). I’d call 999. I’d also practice fire drills with the children regularly so they know what to do. For prevention: No smoking on site, check electricals, have smoke alarms and extinguishers, etc. The inspector loves to hear you have thought this through. If you’re in a home setting, mention you have smoke alarms and a fire blanket in the kitchen and you know your escape path.
• “How will you meet space requirements, and consider any special needs (like if a child has a physical disability)?” – They may ask if your premises is suitable. Space requirements in EYFS are specific (e.g., 2.5 m² per under-2, 2.3 m² per 2-year-old, 2.3 m² per 3-5 if over 5 children – if you know these, you can mention them). If not exact, just say: I’ve measured my setting and will ensure I only take the number of children that fits the legal indoor space criteria. I also have a safe outdoor area (or access to one) for play. For special needs: If a child had, say, a physical disability, I’d adapt – maybe rearrange furniture for wheelchair access, provide adaptive equipment, work with the parents and occupational therapists to make sure the environment is as accessible as possible. Basically, you show an inclusive mindset: you’d be willing to make reasonable adjustments so every child is included and safe in your space.

That covers a lot of health & safety. Remember, show that you’re proactive and prepared. You don’t wait for accidents – you plan to prevent them, but you’re ready to act if they happen. Mentioning documentation like accident forms, medication forms, risk assessments will also signal you’re organized. For instance, if they didn’t explicitly ask about risk assessments earlier, you could volunteer: “I will maintain a risk assessment for my setting and for outings, updating it regularly and after any incident.” This might answer a question they were going to ask (inspectors appreciate when you pre-empt them with good info – as long as you don’t ramble off-topic).

Suitable People and Staffing – Vetting, Ratios, and Qualifications

Next topic: People. Ofsted needs to ensure that any adult around the children is suitable and that you’ll have enough people (or capacity) to care for the children properly. Expect questions like:

• “What vetting procedures will you use when recruiting staff or assistants?” – If you plan to hire staff, say: I’ll follow safer recruitment practices: that means interviewing properly, checking references from previous employers, verifying any qualifications, and crucially obtaining an enhanced DBS check for anyone working with the children. Also, I’d ensure they’re not on the barred list and check their identity and right to work. If applicable, mention doing overseas police checks if someone lived abroad, etc. Basically, show that you won’t just hire anyone off the street – you’ll make sure they’re safe and suitable. If you’re a childminder with an assistant, same applies: DBS for the assistant, make sure they’re trained or at least briefed on safeguarding and first aid etc. The question says “(If applicable)” – if you’re going solo, you can say “I’m not recruiting staff at the moment, but if I ever do, I know I must thoroughly vet them as per Ofsted requirements.”
• “How will you ensure children are never left alone with adults who haven’t been vetted/cleared?” – The answer: I will always supervise visitors or any adults without clearance. For example, if a maintenance person is in, I’ll stay with them. If I have a new staff member whose DBS is pending, they will not be alone with kids at any time until all checks are back. Essentially, no unchecked person is ever unsupervised with children. You can also mention keeping a record of everyone on premises (visitors log) and their checks.
• “Who lives or works on the premises? Have they all had DBS checks if needed? Will you keep a list of these people?” – If you’re doing this in your home, they want to ensure any adults (like a spouse, roommate, adult child) who live there have had a DBS if required (which is usually required for anyone over 16 in a household of a childminder). So reply: I have [my partner, my 17-year-old child, etc.] living with me – I have obtained enhanced DBS checks for each of them (or I’m in process). I understand all household members over 16 must be checked. And yes, you’d keep a record (Ofsted will actually issue suitability letters, etc., but you maintain records). If it’s a nursery premises, mention any regular visitors like a cleaner who comes after hours – even they might need a DBS if ever there during childcare hours. Basically, you’re aware of everyone who might be around the kids and their clearance status.
• “What events or incidents do you need to inform Ofsted about, and how would you do that?” – This is about knowing notifiable events. Some examples: any serious accident or injury to a child in your care (or worse, death – God forbid), any allegations of abuse against you or staff, any significant event that might affect the suitability of your premises (like a fire at your house), or if you yourself get something like a serious illness or even something like bankruptcy (for registered providers) – basically big events. You answer: I am aware I must inform Ofsted of certain significant events. For example, if a child in my care had a serious injury and was taken to hospital, I’d inform Ofsted within 14 days (actually asap, but legally within 14 days). If there was an allegation of abuse against me or a staff member, I’d report that to Ofsted as well. Also mention changes like change of address, or anyone new moving into the household, or any changes to my registration details – I’d let Ofsted know. The question specifically might expect: “serious accidents, serious illnesses, deaths, allegations of abuse, or any other significant events – I’d notify Ofsted and follow their notification procedures, usually by phone or online report, within the required timeframe.” And how to contact: via the Ofsted helpline or the online portal. Show you know they’re not in the dark – you have to keep them informed of big issues.
• “Do you take any medication yourself? If so, could it affect your ability to care for children, and what precautions will you take?” – This might feel a bit personal, but they ask to ensure you’ve thought about health issues. If you do take medication (for example, say an inhaler for asthma, or something for blood pressure), you should say: Yes, I take XYZ, but it does not affect my ability to care for children. If it might (maybe a drowsy side effect), I’d schedule doses for times I’m not working or talk to my GP about a non-drowsy alternative. The key is you wouldn’t be impaired while responsible for kids. And mention: All my medication will be stored securely out of reach. If you don’t take any, you can say “No regular medication, but if I ever needed to, I would ensure it doesn’t interfere with my duties and keep it locked away from children.” They just want to see you won’t accidentally drop a pill bottle where a toddler can get it, or be zonked out on Benadryl while minding kids!
• “What experience and qualifications do you (and any staff) have in childcare? If you’re a childminder, when will you complete your training?” – This is straightforward: brag about yourself a bit! 😄 I have [X years] of experience working in nurseries/with children, and I’ve completed [any relevant qualifications, e.g., Level 3 Diploma in Early Years, or any courses like Safeguarding, EYFS training]. If you’re brand new, you’d at least mention you did the Ofsted-required pre-registration course (like the childminding introduction or any LA-approved training). And I have my Paediatric First Aid, and Food Hygiene (if you did), etc. Essentially list what makes you qualified. If you plan to hire staff, mention “I will ensure any staff have the appropriate qualifications – for example, I’d ideally hire at least one person with a Level 3 in childcare for a nursery.” If you’re applying for the Early Years Register, you need to either have or get a Level 3 qualification if you’re the manager, eventually. But for registration, as long as you show willingness to train, it’s good. If you’re a childminder: they specifically might want to know if you’ve done the childminder training course required pre-reg (usually yes, a local authority or online course). Say when or that you’ve done it.
• “What adult:child ratios will apply to your setting, and how will you maintain them?” – Know your ratios! For a daycare nursery: Under 2s = 1:3, 2-year-olds = 1:4, 3-4 year-olds = 1:8 (if staff are level 3) or 1:13 (if one is a QTS or EYP teacher). If you’re a childminder: maximum 6 under-8s, of which 3 can be under 5 (and usually only 1 under 1). It can get technical, but try to state the basics relevant to you. For example, “As a childminder, I know I can care for up to 6 children under 8, but only 3 of those can be young ones in the early years age (under 5) and only one baby under 1 at a time. I will stick to those limits and never go over, even if someone begs me for an extra place!” If you’re opening a nursery with staff: “We will follow the EYFS ratios: 1:3 for under 2s, 1:4 for two-year-olds, and 1:8 for three and four-year-olds (since I’ll ensure a qualified level 3 is with them). I’ll make staff schedules to always meet those ratios, even at drop-off/pick-up or if someone is on lunch break. I’ll have a bank staff or float staff to cover if someone’s sick.” Showing a plan for maintaining ratio (like not just the bare minimum, but backups) impresses them. They want to be sure you won’t, say, accept 4 babies when you’re alone (big no-no). Maintaining ratios means planning and possibly saying no to extra kids – demonstrate you understand that.
• “If you register on both the Early Years Register and the Childcare Register (for older kids), what differences in requirements are there and how will you manage?” – If you only plan under-5s, this might not come up. But if you intend to also do after-school care for older children (5-7), you might register on the Childcare Register too. The question hints at knowing there are slightly different rules. You could answer: The Early Years Register has the EYFS which I must follow (learning and development requirements, ratios, etc.). The Childcare Register (for 5-8s) is a bit less stringent in some ways – for example, ratios can be larger (1:8 for older children in out-of-school clubs), and the learning/development tracking isn’t required like EYFS, but I still need to keep them safe and do basic safeguarding and welfare. If applicable: If I have an assistant, I’d perhaps have them help with the older children’s school pick-ups while I focus on the younger ones, ensuring each group’s needs are met without mixing ratios incorrectly. Essentially, show you know there’s a difference but you’d still meet both sets of rules. If not applying to both, you can simply say “I’m only registering on the Early Years Register right now, but I’m aware the Childcare Register has its own requirements should I ever consider older children.”

Alright! That covers people and staffing. You can see a pattern: show that you’re responsible, planful, and following regulations. If you demonstrate that, the inspector is likely thinking, “Good, they know what they’re doing with vetting and ratios.”

Behavior Management and Inclusion – Nurturing Little Minds Kindly

Ofsted also cares about how you’ll manage children’s behavior and include all children. They often ask about discipline/behavior and working with diverse needs (like children with different languages or cultures). Be prepared for:

• “How will you manage children’s behavior? How will you agree this with parents? Do you need a written policy?” – They’re checking you know to use positive behavior management. Answer: I will manage behavior in an age-appropriate, positive way. This means using techniques like praise and encouragement for good behavior, setting clear boundaries and routines so children know what’s expected, and distraction/redirection for toddlers if they’re doing something unwanted. If a child misbehaves (say hitting), I would get down to their level, calmly explain “We don’t hit because it hurts. Let’s use gentle hands,” and show them the correct behavior. No shouting, no smacking (obviously!). Emphasize I would never use any form of corporal punishment or humiliation. Instead, perhaps a brief timeout or calm-down corner might be used for an older child if needed, but really it’s about teaching and guiding, not punishing. Agreeing with parents: I will talk with parents about my behavior rules and strategies when they enroll, so we’re on the same page. Consistency between home and nursery is important for the child. And yes, I will have a written behavior management policy that I can show parents so they know how I handle things. (EYFS requires a written policy for settings with staff, and even if you’re a childminder it’s good practice to have it in writing.) Mention that if a child has persistent behavioral issues, you’d work with parents (and possibly seek advice from other professionals) to help the child. This shows you’re not going to be harsh or random in handling behavior.
• “How will you help children form good relationships with adults and peers, and learn to respect each other’s differences (like other cultures and beliefs)?” – This is about personal, social and emotional development and diversity/inclusion. Answer: I will create a warm, inclusive environment where children feel secure. I’ll encourage kindness – for example, teaching them to share and take turns through group activities and praising them when they do. To build good adult-child relationships: I’ll respond to their needs quickly, get to know each child’s personality, and make sure they have a key person (if a bigger setting) or consistent caregiver (if just me) so they build trust. With peers: I’ll do lots of group play, like circle time, cooperative games, so they learn to play together. If conflicts arise (which with toddlers, they will): I’ll gently guide them to resolve it – like helping them use words to express feelings or showing them how to apologize and make amends. For respecting other cultures and beliefs: I plan to include multicultural materials and activities. For instance, celebrate a range of festivals (like Diwali, Chinese New Year, Eid, Christmas) in age-appropriate ways – maybe songs, stories, foods from different cultures. Also, I’ll have books and toys that represent different races, languages, abilities (diversity in dolls, story characters, etc.), so children see and appreciate differences. I would answer children’s questions about differences openly and positively. This question wants to see that you’ll meet the Equalities duty: treating each child as an individual, teaching inclusion from early on. If you mention British values (since Ofsted likes those buzzwords) – e.g., “I’ll promote British values like mutual respect and tolerance by teaching kids to be kind and curious about differences.” – that could get you bonus points (though with babies/toddlers it’s subtle).

Speaking of differences, the inspector might specifically ask about English as an Additional Language (EAL), since the provided questions document had those scenarios:

• “How will you support a child who has English as an additional language (EAL), but who can understand and speak English well?” – This sounds tricky (if they speak well, what’s the issue?). What they want is: you acknowledge the child’s home language and still support it. So: If a child speaks another language at home but is pretty fluent in English at nursery, I’d still value and support their home language. I might learn a couple of words in their language (like “hello”, “thank you”) to use with them – it shows respect and can be comforting. I’d encourage them to teach us some words or share aspects of their culture if they’re comfortable. Essentially, even if they seem fine, I wouldn’t ignore their background. I’d ensure communication with parents is clear (maybe the parents speak less English, who knows). Also, I’d provide books or stories in both English and their home language (if available) and perhaps involve cultural elements from their background in the setting. The key is to show you won’t say “Oh they’re fine, I’ll just treat them like an English-only child” – you’ll acknowledge and celebrate their bilingualism.
• “How will you support a child (and their family) who have very little understanding of English?” – This is the tougher scenario: child and parents who speak maybe only a few words of English. Answer: I would use a lot of visual aids and non-verbal communication with the child – gestures, pictures, maybe picture cards for common things like toilet, drink, food, emotions. I’d possibly create a visual routine chart so the child can see through pictures what’s happening next (which reduces their anxiety). I might learn some key words in the child’s language – like “milk,” “toilet,” “sleep” – to help communicate basic needs. I would also buddy them with another child who can show them around (if in a group). For the family: I’d be patient and use translation tools if needed (like Google Translate on my phone) to communicate important information. I might provide any written info translated (even if roughly) into their language. Also, I’d smile and use friendly body language – it’s amazing how much you can communicate with warmth and gestures. And I’d seek support from my local authority if needed – e.g., some areas have bilingual support workers or translation services. Showing that you will go the extra mile to include them is important. This tells the inspector you won’t turn such a child away or leave them lost – you have strategies to integrate them.

Overall, for inclusion: emphasize patience, flexibility, and valuing each child’s background. Inspectors love to see that you’ll adapt to meet a child’s needs, whether it’s language, culture, disability, or special educational needs. If you have experience with SEN (special needs), mention that too (like “I have experience with children on the autism spectrum, and I would work with parents and professionals to support any child’s additional needs.”). It shows you welcome all children.

Early Learning and Development – What and How Will You Teach?

Now onto the educational bit. Ofsted will test your knowledge of the EYFS learning and development requirements – in other words, do you know what children should learn and how you’ll help them learn it. Don’t worry, you don’t have to recite the entire curriculum, but you should know the basics, especially the seven areas of learning and the concept of observing/assessing children’s development.

Typical questions here:

• “Can you name the seven areas of learning and development in the EYFS?” – They often ask this straightforwardly. It’s a must-know list for any provider:
  1. Communication and Language,
  2. Physical Development,
  3. Personal, Social and Emotional Development,
  4. Literacy,
  5. Mathematics,
  6. Understanding the World,
  7. Expressive Arts and Design.
     A helpful way: mention that the first three are the Prime Areas (which are super important for under-3s: communication, physical, PSE) and the last four are Specific Areas that build on the primes. Show you at least recognize which is which, if possible. But at minimum, list all seven confidently. Perhaps practice a mnemonic beforehand. During my own inspection, I literally counted on my fingers as I named them to make sure I hit all seven!
• “Give an example of a play activity for a very young child and a four-year-old that would support their learning in each area.” – Now, they may not make you do all seven on the spot (that would be lengthy), but they might pick one or two areas and ask for examples. Or they might say generally how do you plan activities across ages. Be prepared with a couple of examples:

• • Communication & Language: For a baby/toddler – singing nursery rhymes, doing simple picture books and naming objects (“Where’s the doggy? There it is!”). For a 4-year-old – storytime with questions and discussions, show-and-tell, or a silly rhyming game to develop vocabulary.
  • Physical Development: Baby – tummy time, crawling through a soft tunnel, grasping objects to develop fine motor. 4-year-old – an obstacle course in the garden (hopping, throwing balls), and maybe threading beads or playdough for fine motor.
  • Personal, Social, Emotional: Toddler – parallel play turning into sharing games, like rolling a ball back and forth with a friend (learning turn-taking). 4-year-old – group game like playing “restaurant” in role-play, learning to cooperate and express their feelings (“Can I have a turn?”).
  • Literacy: Toddler – chunky board books, maybe making marks with crayons (early writing). 4-year-old – recognizing their name in print, playing “I spy” letters, or dictating a story to you and you write it down (and read it back).
  • Mathematics: Toddler – build towers with blocks and say “1, 2, 3” (counting practice), simple shape sorters. 4-year-old – a fun activity like a baking pretend-play where they measure ingredients, or a treasure hunt “find me 5 leaves”, basic addition with objects (“you have 2 cars, here are 2 more, now how many?”).
  • Understanding the World: Toddler – sensory play with natural materials (sand, water) to explore, or looking at family photos and naming people (their world). 4-year-old – planting seeds and observing growth, using a magnet to see what sticks, small trips to places (post office, park) to talk about community, simple science like watching ice melt.
  • Expressive Arts & Design: Toddler – banging a drum, finger painting (process-focused!). 4-year-old – dress-up and imaginative play (like pirates or doctors), doing a craft with glue and recyclables, or dancing to music and making up moves.

You don’t have to give examples for all unless asked, but having a couple up your sleeve is great. The inspector is looking for practical understanding – not just theory, but that you can actually come up with age-appropriate activities. If they only ask one, pick an area and give one baby and one preschool example for it. If they ask for each area, perhaps give one sentence each.

• “How will you ensure all children remain challenged, interested, and excited by the activities you plan – even as they learn and grow?” – This is about ongoing challenge/differentiation. Answer: I will observe each child’s development and interests, and use that to plan activities that are just right for them – not too easy, not too hard. For instance, if I notice a 3-year-old has mastered simple puzzles, I’ll offer more complex ones or introduce basic addition in play to keep them challenged. Or if a toddler seems bored with stacking rings, maybe they’re ready for a shape sorter. Also mention rotating toys and materials regularly so there’s always something new to explore, and following children’s interests. If a child is really into dinosaurs, you’ll bring in some dinosaur books or games. This shows you won’t do the same cookie-cutter craft every week with no variation. You can use the term “next steps” – e.g., “After observing a child do X, I’d plan their next steps to extend their learning.” That language resonates with Ofsted because it aligns with the EYFS planning cycle.
• “What can children gain from outdoor activities, and how will this feature in your routine?” – They’re looking for recognition that outdoor play is important (not just recess to blow off steam). Answer: Outdoors offers so much: physical exercise, fresh air which is good for health, opportunities to explore nature (like bug hunting, weather, seasons), and different sensory experiences (running on grass vs. walking indoors). It also allows for bigger movements – climbing, jumping – which develop gross motor skills and confidence. I’d say I plan to include outdoor play every day if possible, even if it’s a short time, because I know its value. We might do specific outdoor activities like gardening, nature scavenger hunts, or just free play in a safe yard. This assures them you won’t be an “indoor only” provider. Even if you have limited outdoor space, mention trips to the park or outdoor walks.
• “How will you promote children’s enjoyment of books and early reading?” – They love literacy. Answer: I will have a cozy book area and a good selection of children’s books. I’ll read stories to the children every day, using funny voices and asking questions to keep them engaged. We’ll visit the library (if feasible) to get new books and show children that borrowing books is fun. Also, I’ll encourage children to handle books, even little ones flipping through board books, to build that familiarity. For older preschoolers, I might introduce phonics in a playful way (like initial sounds of their name or simple rhymes), and ensure books are linked to their interests (like if they love trucks, have books about trucks). Show you’re enthusiastic about reading – because if you are, the kids will be too.
• “How will you observe and record children’s development? How will you use those records for the benefit of the child, and what will you share with parents?” – This addresses assessment. Ofsted wants to see you’ll follow the observe -> assess -> plan cycle. A good answer: I will observe children as they play, making notes (either written or mental, but preferably some notes) about what they can do, what they enjoy, and anything they’re struggling with. I’ll keep a simple learning journal or folder for each child, where I record milestones or significant steps (maybe with photos or examples of artwork). For example, “Tom recognized three colors today” or “Aisha managed to hop on one foot.” I would use these observations to plan activities – for instance, if I see a child is really fascinated by counting cars, I’ll plan more counting games (that’s using observation to plan). Also, I’d identify if they’re meeting expected development or if they might need extra support. If something concerns me, I’d plan how to help and possibly track it more closely. Sharing with parents: I will regularly talk to parents about their child’s progress – informally at pickup and also at perhaps termly meetings or reports. I might show them the learning journal so they can see what their child has been doing. I’d share cute moments and achievements (“He learned to put on his coat!”) and also discuss any areas to work on together (like potty training progress, speech development, etc.). The inspector wants to see that you’re not just babysitting; you’re educating and monitoring development, even if it’s very play-based at this age (as it should be). If you mention the 2-year progress check (a written summary required at age 2), that would also show you’re clued in. For example: “And of course, I’ll do the statutory 2-year-old progress check and share that with parents.”
• “How will you work in partnership with parents and other settings or agencies involved with a child?” – They want to ensure you’ll communicate and collaborate, not operate in a bubble. Answer: I believe in open communication with parents – from daily chats to newsletters or WhatsApp updates (whatever method you plan) to keep them informed about their child’s day and development. I’ll invite their input too – after all, they know their child best, so I might ask about the child’s interests or routines at home to maintain consistency. For other providers: If a child attends another setting (like another nursery or a childminder or splits days) or goes to a speech therapist, I would seek parental permission to communicate with them. For example, if little Jade goes to a childminder two days and me three days, I’d love to share a notebook or have periodic chats with that childminder so we’re on the same page with Jade’s learning. Or if a child is getting support from a specialist (like a speech and language therapist or SENCO), I’d work with them – incorporate their guidance into my activities. This shows you’re a team player focused on the child’s holistic development.
• “What documents and policies will you need to have in place, and why are they important? Have you prepared any of these?” – They expect you to have a set of policies and paperwork ready (or at least know what you need). Important ones:
  • Safeguarding/Child Protection Policy – (#1 in importance; outlines how you protect children and handle concerns).
  • Complaints Policy – how parents can complain and how you’ll respond, including that you’ll keep a log and inform them of outcome, and inform Ofsted if a formal complaint is made.
  • Health & Safety Policy – including risk assessments, fire evacuation plan, sickness policy.
  • Equality & Inclusion Policy – how you ensure inclusive practice and no discrimination.
  • Behaviour Management Policy – as discussed, including no corporal punishment.
  • Medication Policy – how you handle administering medicine.
  • Illness Policy – e.g., exclusion periods for contagious sickness (like 48h for vomiting).
  • Data Protection/Confidentiality Policy – how you handle personal info.
  • Possibly Late Collection/Uncollected child procedure and Missing child procedure.
  • Arrival and Departure (who can pick up, password system).
  • And Accident/Incident reporting procedures.
  • If you’re a nursery with staff: also Staffing Policy (including vetting, induction, ongoing training) and Key Person system explanation.

You don’t need to rattle all of them off like a robot, but do mention the critical ones: “I will have policies for safeguarding, complaints, behaviour management, health & safety (including risk assessment, fire plan), equality, and so on. In fact, I have prepared drafts of these to show you.” (Have them accessible during the visit – inspectors often love when you can whip out your policy folder. It shows you’re proactive.) Explain why they’re important: They ensure I run the setting safely and consistently, and meet all requirements. They also let parents know what to expect. For example, my safeguarding policy outlines exactly how I protect children and the steps I’d take if I had a concern – that keeps children safe. The complaints policy ensures parents know how to voice concerns and that I will address issues transparently. Basically, policies are the backbone of a well-run setting. If you have some done, proudly say yes you’ve prepared them (and you’ll review/update as needed).

• “How will you evaluate the success of activities you plan, and know that children are making progress? What evidence will you gather to show parents their child’s achievements?” – This loops into the observation/assessment bit. To evaluate activities, I will reflect on how the children engaged: Did they enjoy it? Learn something? Was it too easy or too hard? You might say after each day or week, I mentally (or in a journal) review what went well and what I might change next time. For example, “The painting activity was chaotic – maybe I need fewer children at a time or more prep – I’ll adjust for next time.” That’s evaluation. For knowing children are progressing: through my ongoing observations and maybe doing termly summaries, I can track if they’ve developed new skills. If you use any development tracker or the EYFS developmental milestones, mention that lightly: “I’m aware of typical development milestones, and I’ll notice when a child moves from, say, saying single words to speaking in sentences – that tells me they’re progressing in Communication.” Evidence for parents: I’ll have that learning journey with observations, photos, even samples of their artwork or mark-making to show parents. I might also do occasional assessment reports (like the 2-year check or a summary in summer) that I share with them). Parents love to see photos and artwork, so mention those as evidence of learning (a picture of a child stacking 10 blocks – evidence of problem solving and motor skills!).

Phew! So essentially, in the Learning & Development arena, show that you:

• Know the EYFS areas of learning,
• Plan age-appropriate activities across those areas,
• Observe and assess children’s progress,
• Plan next steps so they keep learning,
• Value outdoor play and books,
• And document/share all this with parents.

You might be thinking, “This is a lot to remember!” And it is – but remember, you likely know most of this because you care about kids and have been preparing. It’s about articulating it clearly to the inspector. Practice talking it through with a friend or even to your mirror. It helps, trust me.

During the Visit – General Tips and Calming Advice

Before we wrap up with a conclusion, I want to sprinkle in some encouragement and tips for the day of your Ofsted visit, because mindset matters:

• Be organized: Have your paperwork ready – your ID, any course certificates, DBS info, and those policy documents we discussed. When you can quickly show something the inspector asks for, it builds confidence (in both of you!). For example, if they say “do you have a complaints record set up?”, you can pull out a prepared blank complaints log. Seeing your preparation can even lead them to skip some questions because they see you’ve got systems in place.
• It’s okay not to know everything: If the inspector asks something and you genuinely draw a blank or are unsure, it’s better to admit you’d seek guidance than to make up a wrong answer. For instance, if they ask about a specific safeguarding protocol you’re hazy on, you could say, “I believe I would do X, but if I was unsure I would immediately check the government’s guidelines or consult the Local Safeguarding team to make sure I handle it correctly.” This shows you’re responsible enough to find out correctly rather than guess. Inspectors actually appreciate honesty and a willingness to learn.
• Stay calm and take your time: You might get a multi-part question (like the safeguarding ones) that are basically several questions in one. It’s fine to pause and think, or even say, “Let me think for a second, I want to make sure I cover all parts of your question.” They are not marking you on how fast you respond, but on content. Speaking a bit slowly can also help you appear more confident and thoughtful (even if inside your heart is racing!). I remember during my first visit, I had a notebook and jotted the multi-part question down to ensure I addressed each bit – the inspector was absolutely fine with that. Do what you need to stay on track.
• Make it a conversation: The best visits feel like a discussion about your plans for your nursery, not an interrogation. If you treat the inspector as a knowledgeable friend who’s there to ensure you succeed, it can shift your mindset. You can say things like, “In my experience…,” or “I’m really passionate about [e.g., outdoor play], so I plan to…,” which makes your answers more personal and genuine. Don’t be afraid to show a bit of your personality and enthusiasm. Inspectors are people too – they usually appreciate when you’re genuinely invested in what you’re talking about, rather than giving canned textbook answers.
• Anecdotes and examples help: Just as I’m sharing stories with you, you can share little examples with the inspector. If you’ve worked with kids before, weave that in: “When I worked at a preschool, we had a child with nut allergies, so I’m already used to implementing strict no-nut policies. I will do the same in my setting.” Or “My niece has autism, and interacting with her has taught me a lot about being patient and using visual aids – I will bring that insight to my practice.” These real-world touches can demonstrate your understanding effectively. If you’re new and don’t have direct anecdotes, it’s fine – maybe you can recall something from your training or a friend’s children. For example, “A friend’s toddler was delayed in talking, and I saw how the nursery worked with a speech therapist. Knowing that, if I ever have a child with a speech delay, I’d collaborate similarly with professionals.” It’s hypothetical but grounded in something real.
• Show your passion: Don’t hesitate to smile when talking about the kids or activities you’re excited to do. If you love storytelling, and you mention how you can’t wait to do story time, let that warmth come through. Ofsted isn’t just ticking off boxes – they also gauge your attitude. A caring, enthusiastic attitude reassures them that you’re doing this for the right reasons (not just as a cold business venture). I’ve had inspectors comment, “I can see you really care about providing a great environment,” and that positive vibe counts.
• Ask clarifying questions if needed: If you don’t fully understand a question, it’s okay to ask, “Do you mean, how will I… [rephrase]?” This is much better than answering the wrong question. It also shows you’re thoughtful.
• Encouraging perspective: Remember that the inspector wants you to succeed. Their goal is not to fail you; it’s to ensure children will be safe and well cared for. They’re often quite nice, actually, and will prompt you if you forget something. Some will say, “Is there anything else you’d do?” with a hint, and that’s your cue that you might need to add a bit. They are usually early years people themselves, and many will even give you little tips during the visit. So try to view it as a collaborative process – you’re on the same team (the team of people who care about little children). This mindset can really ease nerves.
• Take care of yourself beforehand: Practical tip – get a good night’s sleep and eat breakfast/lunch before the visit. Low blood sugar plus anxiety is not a good combo! Have a glass of water nearby during the interview; dry mouth is common when nervous. And breathe – literally, remember to breathe deeply a few times, especially when you sit down to start the interview. It sends a signal to your brain to calm down.

Alright, that’s my pep talk section 😄. Now, let’s conclude and get you ready to rock that visit!

Conclusion – You’ve Got This! (Call to Action)

We’ve covered a lot of ground: from safeguarding scenarios about FGM and abuse, to health and safety must-dos, to how to talk about the EYFS curriculum and work with parents. Give yourself a pat on the back for sticking with me through this – it shows your dedication to doing this right!

The bottom line: if you prepare using the guidance in this video, you’re going to walk into that Ofsted visit much more confident. You now know what they’re likely to ask and how to frame your answers. And more importantly, you understand why they ask these things – because they want to see that every child in your care will be safe, loved, and learning.

Remember: You’re not expected to be perfect, just prepared and passionate. Show them that, and you’ll do great.

Before you go, here’s my call to action: If you found this video helpful, please give it a thumbs up so more people can discover it. Subscribe to our channel, “How to Open a Nursery UK,” for more in-depth guides and honest talks about running a nursery – I’ve got plenty of experience and stories to share that can help you on your journey. And if you’re preparing for your Ofsted visit and still have questions, drop them in the comments below! I love reading your questions and I do my best to answer every single one. Also, share your own experiences – have you had your registration visit? What did the inspector ask you? Your story might help someone else.

Finally, if you’re looking for more structured help, check out the resources in the description – I’ve linked a handy checklist for Ofsted registration and a free mini-guide PDF you can download. (And for those interested in a deep-dive, I offer a course called “Open Your Nursery in 6 Months” where we cover things like this in even more detail – including templates for all those policies. Feel free to use the discount code mentioned in the description for a little savings. 😉)

You’ve got this! I’m excited for you as you take this big step toward opening your nursery. Picture that day when you get your Ofsted certificate and officially can start – it’s going to make all this prep worth it. Stay positive, keep learning, and keep your passion for childcare at the heart of it all.

Thanks so much for watching and spending your time with me today. If you haven’t subscribed yet, hit that Subscribe button and join our community of like-minded nursery starters. We’re all here to support each other.

Good luck with your Ofsted visit – I’m cheering for you! 🎉 Go show them how amazing you are. And I’ll see you in the next video.

Until then, take care and happy nurturing! 😊