Ofsted inspections in the early years: 23 key questions you may be asked

What will Ofsted ask you and your nursery team? Knowing the likely questions can help everyone feel calmer and more confident when the call comes.

We’ve grouped 23 key Ofsted questions for early years settings, plus a few bonus questions, under the evaluation areas in Ofsted’s updated Early Years Inspection Toolkit. Under each question, you’ll find ideas for showing strong practice and its impact on children.

This article is the starting point for our Ofsted questions series, so if you’re focusing on one area, you’ll find links to our dedicated safeguarding and inclusion question sets along the way.

You can download this article as a PDF to use in your next staff meeting.

How this article is written

Louise Jackson is our educational-expert content writer at Ovivio, she uses her background in education and school leadership to bring nursery managers and practitioners practical, trusted advice.

To write these Ofsted questions and answer supports, she’s scoured the latest Department for Education statutory and non-statutory guidance for early years, using DfE-published sources paired with recent inspection experience from our Ovivio customers.

How often are nurseries inspected by Ofsted?

Ofsted moved nurseries and other early years settings to a four-year inspection window from April 2026.

Here’s how often you can expect a visit, according to Ofsted’s early years inspection information.

• Every setting on the Early Years Register is normally inspected at least once every four years, with the new window fully in place by March 2030.

• Nurseries registered from the 1st of April 2026 are normally inspected within 18 months of registering, while those registered before then usually keep the 30-month window.

• If every evaluation area is graded expected standard or above, your next inspection is normally within four years.

• If any area is graded needs attention, Ofsted normally returns within 12 months, or within six months for urgent improvement.

• If safeguarding is not met, you’re likely to be reinspected within six months.

• Ofsted can inspect sooner, or without notice, if there are concerns, and the DfE announced the plan to fund 3,000 more unannounced nursery visits in June 2026 (but this was under the Starmer government).

How do nurseries get Ofsted inspected?

Nurseries usually get a call by 10 am on the working day before the inspection, followed by a planning call later that day. Our guide to preparing for the Ofsted planning call walks you through it, and you can find out what to expect before and during your nursery Ofsted inspection.

A nursery Ofsted inspection usually lasts a full day and is shorter than school inspections. If your nursery setting is particularly large or complex, the inspection may be done over two days.

How to use these EYFS Ofsted questions and answers

Each section below matches an evaluation area in the Ofsted Early Years Inspection Toolkit. Each area is graded as exceptional, strong standard, expected standard, needs attention, or urgent improvement, and safeguarding is graded as met or not met.

The bullet points under each question are suggested ways to show strong practice and its impact.

These Ofsted preparation questions aren’t designed to be scripts to be rehearsed. As you’ll know, inspectors want to hear how your setting works day to day, focusing on how leaders have made strategic, impactful decisions for the benefit of the children in their care.

The toolkit’s clear that you don’t need to create documents specifically for Ofsted. Our Ofsted early years inspection documents checklist covers what you’ll need to have ready.

This article gives you EYFS Ofsted questions on:

• Safeguarding
• Inclusion
• Curriculum and teaching
• Achievement
• Behaviour, attitudes and establishing routines
• Children’s welfare and wellbeing
• Leadership and governance
• Questions for practitioners
• Bonus questions for 2027

Ofsted safeguarding questions for early years

Safeguarding is judged separately, as met or not met, and it underpins everything inspectors see. Inspectors check DBS records and safer recruitment early in the day.

The three questions below give you a starting point, and our guide to how Ofsted inspects safeguarding in early years explains what inspectors look for in more detail.

For the full set, including safeguarding scenarios, explore our 32 Ofsted safeguarding questions and answers.

1. What safeguarding procedures are in place in your nursery?

• Every practitioner can explain how they would recognise, respond to, record and report a concern to your designated safeguarding lead (DSL).

• Training records, DBS checksand paediatric first aid certificates are up to date and easy to find.

• Your safeguarding policy reflects the 2026 EYFS statutory framework changes, including the lower threshold for telling Ofsted about allegations of harm or abuse.

• Concerns, referrals and their outcomes are recorded clearly, so you can show what happened and why.

• Leaders check that staff understand and follow policies, for example through scenario discussions in staff meetings.

2. What is your nursery’s visitor procedure?

• Every visitor’s identity is checked before they come in, and that includes Ofsted inspectors.

• A clear sign-in and sign-out system shows who’s on site at any time, and visitors wear a badge or lanyard.

• Visitors without the right checks are never left alone with children, and every practitioner knows this.

• Staff know what to do if the manager isn’t available, including who to tell if something doesn’t feel right.

• Your procedure covers contractors and agency staff, and records show it’s followed every time.

3. How do you keep children safe in your setting?

Every practitioner should know who to go to, what to do and what to look out for, including when the DSL isn’t available.

Inspectors may ask about situations that include:

• Signs of abuse and neglect, including in babies and non-verbal children.

• Unexplained or repeated absences, as children missing early years education can be a safeguarding concern.

• The Prevent dutyand concerns about radicalisation.

• Worries about a parent, including if they seem under the influence at collection.

• Concerns about another adult, including low-level concerns and how to whistleblow.

• An emergency where the premises aren’t secure.

Ofsted inclusion questions for early years

Inclusion became its own evaluation area in November 2025. Ofsted Inspectors look at how well you identify and support children with SEND, disadvantaged children, those known to children’s social care and those facing other barriers.

Find out more about how Ofsted inspects inclusion in early years. If you’re looking to go deeper, our 37 early years Ofsted inclusion questions help you and your team to evaluate your inclusive provision and practice.

4. How do you identify and support speech and language needs in your nursery?

• Your early years SENCo helps practitioners spot early signs of speech, language and communication needs, backed up by quality CPD and training.

• Practitioners model rich language throughout the day, with nursery practitioner skillslike active listening, and plan regular communication and language activities.

• Children who need extra help get targeted support, and you can show the difference it’s making.

• You work closely with speech and language therapists and health visitors, and act on their advice.

• Progress records show how children’s language has developed since they started with you.

Find 19 communication and language activities for EYFS.

5. What is the Graduated Approach and how do you use it to support children?

The Graduated Approach is the process that all settings governed by the SEND Code of Practice follow when supporting a child with additional needs. It’s the process that’s used to ensure inclusion is a predictable outcome through well-designed inclusive practice.

• You can explain how the graduated approach (assess, plan, do, review) helps you identify and meet needs early.

• Your SENCo has the time and authority to lead this work, which the toolkit looks for specifically, and keeps up to date with the SEND reform proposals.

• Reasonable adjustments are made, reviewed and changed when a child’s needs change.

• Parents’ views, and children’s own views where possible, shape decisions about support.

• Support plans are reviewed regularly, and you can show the impact of each review cycle.

6. How do you support children with SEND who are also disadvantaged?

• You know which children are eligible for the Early Years Pupil Premium (EYPP) and use evidence of what works when deciding how to spend it.

• EYPP spending links to your improvement priorities, and you check its impact on children’s learning and wellbeing.

• Expectations stay high for every child, whatever barriers to learning and unmet needs they face.

• You work with families and other professionals, including social workers for children known to children’s social care.

• You can give plenty of examples of how support has helped a child take part fully in nursery life.

See how one of our Ovivio customers achieved exception for inclusion in their recent 2026 inspection.

EYFS Ofsted questions about curriculum and teaching

Inspectors want to see an ambitious, carefully sequenced EYFS curriculum with a strong focus on communication and language.

The toolkit no longer uses the language of the Ofsted 3 I’s, but intent, implementation and impact are still a helpful way to evaluate your provision. Our guide to the curriculum and teaching evaluation area explains how Ofsted inspects your choice of curriculum and delivery fully.

7. What do you intend your children to know because of your EYFS curriculum?

• Your EYFS curriculumsets out what children will learn across all seven areas of learning, with a focus on the three prime areas.

• Leaders can explain the order children learn things in, why, and how it lays the foundations for the Early Learning Goals.

• Your ambitions link to children being ready for their next stage, including school, using a framework like the 5 S’s of school readiness.

• Practitioners can talk confidently about what children in their room are learning now and what comes next, and understand the science behind it, like self-regulation and executive functioning.

• Leaders check the curriculum is taught well in every room and act on what they find.

Find activities for school readiness, with advice from a headteacher.

8. How do you make sure your EYFS curriculum meets the needs of all children?

• Every child accesses the same ambitious curriculum, including children who attend part time or go to more than one setting.

• Practitioners adapt their teaching for children with SEND and those facing other barriers, as part of your inclusive practice, without lowering expectations.

• Your curriculum reflects the families in your community and helps children learn about people beyond it, through Understanding the World activities.

• You can show how adaptations have helped particular children make progress, and how you support the common SEND needs seen in early years nationally.

Find out how to make inclusion a predictable outcome in your nursery.

9. How does your approach to curriculum planning change as children progress through the nursery?

• Knowledge and skills build step by step, from physical developmentto early maths, with time for children to practise, revisit and remember.

• Practitioners mix direct teaching with child-led learningand play, choosing what works best for each age and stage.

• Children get more chances to be independent and take managed risks as they grow, indoors and in your EYFS outdoor area.

• Practitioners check what children understand during everyday interactions and adapt their teaching in the moment.

Browse our ultimate guide to EYFS activity ideas.

10. How are communication, language and literacy promoted through your setting?

• Practitioners have frequent, high-quality back-and-forth conversations with children throughout the day.

• Stories, rhymes and songs are shared every day, you can explain why you chose them, and older children enjoy early phonics games.

• New vocabulary is planned, modelled and revisited across all areas of learning.

• Children at risk of falling behind in communication and languageget extra support quickly.

• Children enjoy books and choose to share them with adults and each other.

Nursery Ofsted questions about achievement

Achievement looks at the progress children make from their starting points, so they know more, remember more and can do more.

Find out how Ofsted inspects achievement and the next-step questions to ask yourself.

11. How do you monitor progress across your setting?

• Key workers know each child’s starting points and can talk about the progress they’ve made since starting.

• Regular, purposeful observations, using the right types of EYFS observationsfor each purpose, feed into planning without unnecessary paperwork.

• The progress check at age two is completed, shared with parents and acted on where there are concerns.

• Leaders use EYFS trackingto look at progress across groups of children, like those with SEND or eligible for EYPP, and act when a group falls behind.

Discover how to do EYFS observations well in 2026.

12. How is independence increased across your setting?

• You can explain which skills you build independence in first, like toileting, dressing and serving food.

• Resources are set out so children can choose and access them for themselves.

• Children are encouraged to have a go, keep trying and feel proud of what they achieve.

• Parents share what children can do at home so that you can build on it in the setting.

13. How do you prepare children for the next stage in their education?

• Children move on with the communication, physical and social skills they need to thrive at school.

• EYFS transitionsbetween rooms and to school are planned, with information shared with the next setting.

• Extra support is in place for children who might find change harder, including those with SEND.

• Parents know how they can help their child get ready for school at home.

• Feedback from schools helps you check how well children settled and what you could improve.

Watch our webinar on getting your nursery children school-ready.

Ofsted questions about behaviour, attitudes and establishing routines

This evaluation area covers children’s behaviour, their attitudes to learning, and the routines you help instil to support them in their next stage of education and into adulthood.

As you’ll know, attendance isn’t compulsory in the early years, but inspectors look at how you help children build those positive, regular routines. Our behaviour, attitudes and establishing routines guide explains each part in depth, and you can check your practice with the EYFS behaviour and attitudes quiz.

14. What are your expectations of behaviour in your setting?

• Expectations are realistic for children’s ages and stages, and every practitioner applies them consistently.

• Practitioners teach children to be kind, take turns and show mutual respect, and model this themselves.

• Specific praise reinforces positive behaviour, and unkind words or actions are addressed quickly.

• Parents understand your expectations and how they can support them at home.

• Behaviour incidents are tracked, so you can spot patterns and change your approach.

15. How is self-regulation promoted throughout the nursery?

• Practitioners explicitly teach children to recognise and manage their feelings, and co-regulate with them when needed, drawing on trauma-informed practice.

• Predictable routines help children know what’s coming next, so they feel calm and settled.

• Planned activities build executive function skills, like focusing attention, waiting and following simple rules.

• You share emotional regulation understanding and strategies with parents so children get consistent support at home.

16. How effective are the home-nursery links for attendance and behaviour?

• Leaders promote regular attendance and punctuality, and explain to families why routines help children.

• Attendance is recorded and monitored, so patterns are noticed early and followed up.

• You work with families to remove barriers to attendance, and with other professionals where needed.

• Regular, two-way parent communicationhelps families share what’s happening at home.

• You share attendance information with other settings a child attends, when it’s in the child’s best interests.

Find 10 ways to improve parental engagement.

Nursery Ofsted questions about children’s welfare and wellbeing

Welfare and wellbeing in the early years covers the care children receive, from secure attachments to safe sleep and healthy eating.

Find out more about how Ofsted inspects children’s welfare and wellbeing in your nursery.

17. How does your key person system support children’s wellbeing?

• Every child has a key worker or person who knows them well and builds a warm, secure relationship with them and their family.

• Children feel safe to share their feelings and worries with the adults around them.

• Care routines, like nappy changing and mealtimes, are calm and respond to each child’s needs.

• You notice changes in a child’s wellbeing quickly and know when to seek extra support.

• Key person cover is planned for absences, so children always have a familiar adult.

Learn the risk factors for poor mental health in early years children.

18. How do you make sure children sleep and eat safely in your setting?

• Every practitioner knows the safer sleep requirements, and leaders check they’re followed for every sleep.

• Children are supervised while eating, within sight and hearing of staff, with a paediatric first aider in the room.

• Food is prepared in line with each child’s stage of weaning, allergies and care plan, with information held in their child profile.

• Training on safe sleep, weaning and safer eating is part of induction and refreshed regularly.

• Sleep check recordinghappens every time, so leaders can see children are monitored.

19. How do you teach children to respect and celebrate people and their differences?

• Books, displays and resources reflect a wide range of families, cultures and experiences.

• Children learn, in an age-appropriate way, that everyone is unique and that unkind words or actions aren’t OK.

• Fundamental British valuesare woven through your EYFS curriculum.

• Every family feels welcome and that they belong in your setting.

• Children play and learn alongside each other in ways that show respect.

Find out how to explore race and diversity in the early years.

Ofsted questions about EYFS leadership and governance

Everything inspectors see reflects your leadership, from staff confidence to parent partnerships. Our nursery leadership and governance guide explains what Ofsted looks for.

20. How do you know what’s working well in your setting and what needs to improve?

• Leaders have an accurate picture of the setting’s strengths and a clear action plan for improvement, which is at the heart of effective early years leadership and management.

• You can show how recent changes have improved children’s experiences.

• Policies are tailored to your setting, and staff understand the reasons behind them.

• You use feedback from parents, staff and children to check the impact of changes.

Read the complete guide to nursery management in 2026.

21. What are the main stresses on your team and how do you support them?

• You know the pressures your team faces and take action to keep workload manageable.

• Paperwork is kept to what’s needed, so practitioners spend more time with children.

• Staff are protected from bullying, harassment and discrimination, know how to raise concerns and see disagreements handled with clear conflict resolution strategies.

• You can explain how you’re supported as a manager, whether by owners or a nominated individual, and how you look after your own wellbeing as a nursery manager.

Discover three layers of support for nursery staff mental health.

22. How do you make sure your staff get the training they need?

• Your nursery’s CPD plan links to your setting’s priorities and each practitioner’s needs, including communication and language and maths.

• Your staff training plans meet the statutory requirement for early years CPD covering important topics like caring for babies, including safe sleep, weaning and safer eating.

• Regular supervision gives staff time to discuss their own development, children’s progress and any concerns.

• You check that training makes a difference to practice, and leaders keep learning too.

What questions do Ofsted ask nursery practitioners?

Inspectors talk to practitioners regularly, as professional discussions underpin almost every type of inspection activity you’ll experience during your visit.

Answers don’t need rehearsing, but preparing your practitioners for inspection helps everyone feel confident. The children always come first, so it’s fine to finish a care routine before chatting to an inspector.

23. What are your key person responsibilities?

• You can explain how you help children settle, from their first visit to moving rooms or starting school.

• You know your key children’s interests, needs and next steps, and how you’re supporting them.

• You can share how you work with parents, like daily updates and sharing progress.

• You can describe how you use different types of observations to plan each child’s next steps.

• You know who to go to with a concern about a child, and what to do if they’re not available.

Find out how the Ovivio Parent App supports partnerships with parents.

And one for luck: What’s the support like from your leadership team?

• You can describe how your wellbeing and workload are considered.

• You can share the training you’ve had and how it’s helped your practice.

• You know how to raise ideas or concerns, and feel confident they’ll be listened to.

Bonus Ofsted questions for 2026/27

These questions reflect recent changes and are helpful to keep in staff meeting discussions as you prepare for inspections in 2027.

How have you responded to the September 2026 changes?

• Your policies reflect the 2026 EYFS updates, including enhanced DBS and barred list checks for regular volunteers and the changes made to the Working Together to Safeguard Children 2026

• Staff know that EYFS ratios apply across the whole setting, not room by room.

• Your safer sleep and screen use approaches are up to date.

• Your team knows what’s changed in the September 2026 toolkit.

• Your team are aware of the upcoming SEND reform proposals and what this might mean for supporting the children in your nursery.

• You regularly share trusted information about the latest industry discussions, like the early years conversations from the Labour Party Conference in September 2026.

How do you approach screen use with young children?

• You have regard to the DfE’s screen use guidance for early years settings, as the 2026 EYFS requires.

• Any screen use is purposeful, supervised and suited to children’s ages.

• Children learn about using technology safely, at a level that suits their stage, as part of your approach to online safety in the early years.

• You share your approach with parents.

Discover what good digital media use looks like in EYFS.

How are you (as the DSL) prepared to manage a critical incident?

• Risk assessments cover likely emergencies, like a child choking or having an allergic reaction, and are part of your daily risk assessments.

• Paediatric first aid training is up to date, and staff know where emergency medication is kept.

• Staff practise scenarios in team meetings, so everyone knows their role.

• Communication plans cover off-site trips and larger sites.

Keep building your team’s Ofsted confidence

Use these early years Ofsted questions in staff meetings and supervisions, and download the article as a PDF to share with your team.

For more support, explore our Ofsted Insights hub and sign up to our newsletter for the latest updates.