1. April 2016 Marie Keen Quality Improvement Officer – Early Years
STANDARDS, QUALITY AND IMPROVEMENT PLANNING Early learning and Childcare
April 2016
Marie Keen
Quality Improvement Officer – Early Years

2. Aims of the session
To provide guidance on the completion of the standards, quality and improvement plan.
To enable participants to link self- evaluation and improvement planning.
To develop participants’ confidence in the standards, quality and improvement planning process.

3. Self evaluation documents
How Good is our Early Learning and Childcare?

4. How good is our early learning and childcare?

5. 3 key questions How are we doing? How do we know?
What are we going to do now?

6. What are we going to do now?
How are we doing?
How do we know?
p.9
What are we going to do now?

7. SQIP COMPONENTS Standards and quality report
Improvement plan action pages
Summary of evaluations against key indicators (appendix 1)
Report to parents

8. STANDARDS AND QUALITY REPORT
This should be informed by ”intelligence” gathered through self evaluation from a variety of sources.
Question – what? Discuss
The report should be evaluative
Informed by information on the impact of current priorities

9. “This new self-evaluation framework highlights partnership and collaboration as significant features of a highly-effective school and a high performing learning system”

10. 5 Quality Indicators Child at the Centre 2
1.1 – Improvement in performance
2.1 – Children’s experiences
5.3 – Meeting learners needs
5.1 – The curriculum
5.9 – Improvements through self
evaluation
What are we going to do next?

11. How good is our early learning and childcare?

12. What is our capacity for continuous improvement?
Leadership and management: How good is our leadership and approach to improvement?
Learning provision: How good is the quality of the care and education we provide?
Successes and achievements: How good are we at ensuring the best possible outcomes for all our learners?

13. Collaborative approaches to self-evaluation:

14. Self-evaluation – taking a closer look
p12

15. Self –evaluation: looking inwards
Where are we now?
Level 5 illustration based on each theme
Features of highly-effective practice
Challenge questions
How do we know?
What should we do now?
P.9

16. Further guidance on 5th May
SQIP 2016 /17
Further guidance on 5th May
Section 2 – Two Options
Option A
1.1 Improvements in performance
2.1 Children’s experiences
5.3 Meeting learning needs
5.1 Curriculum
5.9Improvements through
self evaluation
Section 3 Improvement Plan - Key areas for improvement – using the new QIs from How Good is our Early Learning and Childcare?
Option B
How good is our leadership and approach to improvement?
How good is the quality of care and learning we offer?
How good are we at ensuring the best possible outcomes for all our children?

17. Quality Indicators How good is our Early Learning and Childcare?
Leadership and Management
1.1 Self-evaluation for self-improvement
1.2 Leadership of learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
Learning Provision
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning, teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnerships
Successes and Achievements
3.1 Ensuring wellbeing, equality and inclusion
3.2 Securing children’s progress
3.3 Developing Creativity and skills for life and learning

18. Standards, Quality and Improvement Plan for insert name of Early Learning and Childcare setting <insert logo> insert vision statement>
Standards and Quality Report for session: Improvement Plan for session:

19. School Centre self evaluation
Table of contents
Section
Section title
Page<insert>
Standards and quality report
The school/centre in context (short introductory paragraph
School Centre self evaluation
Option A - using The Child at the Centre QIs 1.1,2.1,5.3,5.1,5.9
Option B – using the three key questions from “How Good is our Early Learning and Childcare?
Improvement plan 3
Key areas for school/centre improvement (based on next steps identified in self evaluation) 4
Cluster improvement plan (reflecting three year CfE implementation)

20. Standards and Quality Report 1. The school/centre in context
Neighbourhood:
Cluster:
Level of teacher input:
Total number of children 3-5
<insert brief description of the school/centre, its location and any other relevant information>
Significant factors specifically affecting achievement in (for example, staffing, staff training/qualifications)
Education Scotland/Care Inspectorate Inspections
HMIE Date Published
Follow-through:
Care Inspectorate Date Published
Follow through:

21. Option A
Child at the Centre QIs

22. 2. School/Centre self evaluation 1.1 Improvements in performance
Using evaluative statements report on:
Children’s progress
Overall quality of children’s achievement
Impact of the school/centre improvement plan
What are we going to do next?

23. 2.1 - Children’s Experiences
Using evaluative statements report on:
Learners are motivated, eager participants in their learning.
Learners make good progress in their learning.
Learners know their views are sought and acted upon. They feel valued.
Learners feel safe, nurtured, healthy, achieving, active, included, respected.
What are we going to do next?

24. 5.3 - Meeting Learning Needs
Using evaluative statements report on:
Learning opportunities, tasks, activities and resources
Identification of learning needs
The roles of staff (including teachers and specialist staff where appropriate)
Meeting and implementing the requirements of legislation
What are we going to do next?

25. 5.1 - The Curriculum Using evaluative statements report on:
The rationale and design of the curriculum
The development of the curriculum
Programmes
Transitions
What are we going to do next?

26. 5.9 Improvement through self-evaluation
Using evaluative statements report on:
Commitment to self-evaluation
Management of self-evaluation
School/Centre improvement
What are we going to do next?

27. How Good is our Early Learning and Childcare?
Option B
How Good is our Early Learning and Childcare?

28. Early Learning and Childcare setting self evaluation
Leadership and Management
1.1 Self-evaluation for self-improvement
1.2 Leadership of learning
1.3 Leadership of change
1.4 Leadership and management of staff
1.5 Management of resources to promote equity
How good is our leadership and approach to improvement?
What are we going to do next?

29. Early Learning and Childcare setting self evaluation
Learning Provision
2.1 Safeguarding and child protection
2.2 Curriculum
2.3 Learning, teaching and assessment
2.4 Personalised support
2.5 Family learning
2.6 Transitions
2.7 Partnerships
How good is the quality of care and learning we offer?
What are we going to do next?

30. Early Learning and Childcare setting self evaluation
Successes and Achievements
3.1 Ensuring wellbeing, equality and inclusion
3.2 Securing children’s progress
3.3 Creativity and skills for life
How good are we at ensuring the best possible outcomes for all our children?
What are we going to do next?

31. Improvement planning

32. Improvement planning Builds on self-evaluation by:
involving staff in understanding and valuing the best which already exists
acknowledging what needs to be done
identifying the best way forward

33. PRIORITIES Identified from: Auditing the work of the nursery
National or Authority initiatives
The nursery vision
Local initiatives/Cluster
HMIe / Care Inspectorate reports - action plan

34. Improvement Plan Key areas for improvement
Leadership and Management QI’s1.1 and 1.3
How good is our leadership and approach to improvement?
Other related QIs:
Priority
Overall Responsibility:
Outcome and impact on learners: .
Tasks
By Whom
Timescale
Resources
Progress/Impact of task

35. Learning provision QI’s 2.2 and 2.3
How good is the quality of the care and learning we offer??
Other related QIs:
Priority
Overall Responsibility:
Outcome and impact on learners: .
Tasks
By Whom
Timescale
Resources
Progress/Impact of task

36. Successes and achievements QI’s 3.2
How good are we at ensuring the best possible outcomes for all our children?
Other related QIs:
Priority
Overall Responsibility:
Outcome and impact on learners:
Tasks
By Whom
Timescale
Resources
Progress/Impact of task

37. OUTCOMES AND IMPACT ON LEARNERS
Decide what will change for the children
Identify the impact on development of learning through play
Consider the outcomes expected
Focus on the quality of improvement for children
Ensure the outcomes measure success

38. TASKS Clear statements outlining action and steps
Describe in detail what needs to be done in the short term
Start with a verb
SMART
SMART
Specific
Measurable
Achievable
Realistic
Timed

39. TASKS Suggestions Audit…………………….. Establish a working group………………….
Plan…………………………..
Select……………………….
Complete………………..
Organise…………………..
Develop……………………..
Monitor the progress of…………
Evaluate………………………
Invite…………………………..

40. 5. Cluster Improvement Plan
Priority 1
Overall Responsibility
QIs
Outcome A
Success Criteria
Tasks
By Whom
Resources
Timescale
Progress/Evaluation of task
Outcome B
Success Criteria
Tasks
By Whom
Resources
Timescale
Progress/Evaluation of task

41. Appendices
1. Summary of evaluations against key indicators (using 5 QIs from CatC)

42. Appendix 1 Summary of evaluations against key indicators
Evaluation key:
Level 6
Excellent
Outstanding or sector leading
Level 5
Very Good
Major strengths
Level 4
Good
Important strengths with areas for improvement
Level 3
Satisfactory
Strengths just outweigh weaknesses
Level 2
Weak
Important weaknesses
Level 1
Unsatisfactory
Major weaknesses QI
Evaluation
1.1
2.1
5.3
5.1
5.9
Improvements in performance
Children’s experiences
Meeting learning needs
The curriculum
Improvement through self evaluation

43. Some Documents to support Self evaluation
Child at the Centre 2007 –
Improving our curriculum through self evaluation HMIe 2008
Improving outcomes for learners through self evaluation HMIe 2008
The Journey to Excellence – Professional Development Resource Improvement Guides – (how to go from good to excellence grids)
The Journey to Excellence – Learning Together – on line CPD
CEC self evaluation Toolkit – using quality indicators from CatC 2
CEC – Improving outcomes for learners through self evaluation in the early years updated 2010 (on Glow and to be revised in the near future) Care Standards
National (Care Commission)
Inspection advice notice
CfE briefing papers (1-9)
Raising attainment document
Learning together HMIe 2009
How well are learners progressing and achieving in literacy, numeracy, HWB 2011
Curriculum for Excellence National expectations: Self –evaluation resource QI 5.1curriculum and 5.9 Improvements through self evaluation 2013
Education Scotland Inspection advice notices
Building the Ambition (2015)
How Good is our Early Learning and Childcare 2016

44. Documents on the web
Education Scotland – HMIE Advice Note on 'increased expectations' for 5.9 ( and 5.1) 
Improving our Curriculum through Self Evaluation – HMIE
Curriculum for Excellence: National Expectations : Self Evaluation Resource QI 5.9

45. Good quality support for CPD (QI 5.9 QI QI 1.2).
For consideration when writing SQIP The seven characteristics required for successful implementation of Curriculum For Excellence
A clear plan, based on self-evaluation, is in place for getting ‘from A to B’, of how and when changes will be achieved
(QI 5.9 QI 1.1).
Good quality support for CPD (QI 5.9 QI QI 1.2).
Staff are working with increasing confidence with the Es&Os and know how to use these in taking a coherent approach to learning, teaching and assessment (QI 5.1 QI 2.3).
Effective arrangements to assess and track progress
(QI 5.9 QI 2.3).
Strong and secure achievement in literacy and numeracy (QI 1.1 QI 2.2 ).
Effective partnerships and involving parents(QI 5.3 QI 2.7).
Good leadership is essential at all levels with a vision for the outcomes of change (QI 5.9 QI ).
Raised expectatoins
Point 1 – clear plan from A-B
Point 7 - leadership