1. Managing Quality Week 4

2. This weeks’ agenda Recap of week 3 Accountability and quality Assurance mechanisms? Effects of mechanisms. How to start Assessment Task 1.

3. Recap of week 3 Main functions of SSSC and SCRC- I have an update on your questions! Quality and human resource requirements.

4. Accountability? (Assessment Task 1, part 1) Please refer to page 136 of your unit booklet (green). Consider and answer the questions at activity 13. A dictionary definition of accountability is "responsibility to someone for some action, ability to give an explanation. (Collins)

5. Accountability We can begin to look at this accountability process by examining the phrase "responsibility...for some action“ Read the extract, in the appendix, from Peter Moss, The Future and Early Childhood Services 'What is My Vision' Answer the following questions:-

6. Questions… 1. In Moss's vision, for which actions would the staff be held responsible? 2. For which actions are the staff in an early education setting held responsible? 3. Are there any differences between Moss's proposals for action and the action which would be taken by an early education setting with which you are familiar? 4. Are there any differences in the way that the basic needs provided by the service would be met? 5. What does Moss say about 'good' quality and how does this compare to what you think of as 'good' quality?

7. Accountability Like many other concepts the term accountability conjures up different scenarios for different people in different situations. For Macbeth (1990) accountability is defined in simple terms "the rendering of account is a public forum by decision makers" Here the term is simply seen as an explaining function which, according to Macbeth, need not be seen as threatening since; "a competent professional is usually pleased to explain what (he) sic, is doing and why.“ and accountability ; "will often result in congratulations, reinforcements and publicity of competent service"

8. Accountability and quality assurance mechanisms Whilst this sounds reassuring some professionals hold an opposing view of what accountability represents and find the overall prospect somewhat daunting and threatening. They are often unsure as to whether or not their practice will be considered 'competent' by those to whom they are accountable. This, according to some professionals, leads to a fear of Macbeth's notion being more consistent with a concept which can result in condemnation, criticism and publicity of an incompetent service. However, there is no doubt that services within the early education sector, like many other services, must be open to public scrutiny and held accountable for their policy and practice.

9. QI mechanisms Please read through pages 139-140 of the unit booklet and make notes as you read.

10. Stakeholders and accountability Considering all that has been discussed tonight, who do you consider early years’ staff to be accountable to? (stakeholders) Children Parents/carers Public Local authority Central Government SSSC SCRC WHY??

11. Mechanisms Although 'quality' is hard to define a dictionary definition is "degree or level of excellence, something that is special in a person or thing" (Oxford Dictionary) Definitions of quality are elusive and can be influenced by the context in which we are observing and by our own views and perceptions "and to a large extent by our mood, feelings and past experiences" (Abbott L and Rodger R, 2003 - Quality Education in the Early Years, Open University Press p.1) If this is indeed the case then in order to have standardisation in the quality of service we offer to service users we must have checks and balances and this is where we rely on not only self evaluation tools but also on external inspection. External inspection against national standards and performance indicators, such as those in quality assurance schemes such as Charter Mark and How Good is Our School?.

12. Mechanisms which facilitate quality improvement and accountability processes could include: Development Planning Inspections (HMI and SCRC) National care standards Curriculum guidelines Quality assurance schemes Evaluation procedures Staff appraisal Performance indicators Handbooks and mission statements

13. The effects of quality mechanisms For part of this assessment, I will be carrying out a mock inspection of your setting and you will play the role of accountable person when I visit your setting. The entire staff of any centre will be placed under considerable stress at times such as HMI Inspections and Care Commission Inspections, however the end result may be a boost to staff morale and reassurance for parents when the results are satisfactory. The important end result of having all accountability mechanisms in place is, of course an improvement in standards and quality.

14. Effects of mechanisms Mechanism 1Mechanism 2 Staff Users of the service Choose a different mechanism Quality mechanism Stakeholders

15. Assessment task 1 Present in two distinct parts. (see assessment task instructions) Intro and part 1…150 Introduce the assessment (both sections) Part 2…………....150 Part 3 ……………150 Part 4 ……………150 Part 5…………….150 Section 1 ends Part 6 ……………150 Section 2 begins Part 7 & 8………..150 Part 9…………….150 Summation……….50 Summarise both sections

16. (intro) This assignment will investigate legislative,….. And critically evaluate …. (part 1) When investigating quality, it’s important to explain quality, quality assurance and accountability. Quality is…

17. (Part 2)There are many legislative requirements in relation to quality in the early education and childcare. Three in particular are.. (part 3)In addition to legislation, there are many non-legislative requirements that relate to quality and support policy, such as…

18. (part 4) A major piece of legislation driving quality in early education and childcare is The Regulation of Care (Scotland) Act 2001. Two bodies created as result of this act are SCRC and SSSC. The SCRC’s main functions in relation to ee and cc are… (do the same for SSSC)