Jackie Maley (HMI) Lead Officer, ELC Quality in Early Learning and Childcare Key messages from inspection Jackie Maley (HMI) Lead Officer, ELC For Scotland’s learners with Scotland’s practitioners

Aims of today’s session Provide an overview of the key messages coming from inspection to share a national perspective of strengths and areas for development For Scotland’s learners with Scotland’s practitioners

Consider….. For a few minutes consider what the key strengths of your own setting are. What are the key areas for development? For Scotland’s learners with Scotland’s practitioners

Education Scotland Inspections September 2017 – June 2018 123 ELC inspections (nursery class and standalone) 12 short model nursery class 26 further inspections 59 shared with the Care Inspectorate colleagues For Scotland’s learners with Scotland’s educators

Evaluations in ELC 1.3 Leadership of change   Excellent Very Good Good Satisfactory Weak Unsatisfactory Number 2 16 54 33 17 1 Percentage 2% 13% 44% 27% 14% 1% 2.3 Learning, teaching and assessment 14 56 40 12 11% 46% 33% 10% 0% 3.2 Securing children's progress 18 61 10 15% 50% 8% 3.1 Ensuring wellbeing, equality and inclusion 35 53 21 13 28% 43% 17% . For Scotland’s learners with Scotland’s practitioners

Inspection models Full inspection Short inspection 1.3 Leadership of change 2.3 Learning, teaching and assessment 3.1 Ensuring wellbeing, equality and inclusion 3.2 Securing children’s progress Short inspection 2.3 as above 3.2 as above For Scotland’s learners with Scotland’s educators

Messages from inspection QI 1.3 Leadership of change For Scotland’s learners with Scotland’s educators

Messages from inspection QI 1.3 Leadership of change Key strengths Positive efforts to develop a shared vision, values and aims – relevant to setting /community Commitment to improve work of the setting Leadership developing at all levels Use of self evaluation to evaluate and improve the quality of provision Pace of change and focus on outcomes Awareness of current thinking in ELC For Scotland’s learners with Scotland’s educators

Messages from inspection QI 1.3 Leadership of change Areas for development Sharing vision, values and aims with children in a developmentally appropriate way The need to look outward Self evaluation – formalised and systematic and linked to outcomes for children Impact of staffing on strategic planning For Scotland’s learners with Scotland’s educators

Messages from inspection QI 2.3 Learning, teaching and assessment For Scotland’s learners with Scotland’s educators

Messages from inspection QI 2.3 Learning, teaching and assessment Key strengths Children’s engagement Nurturing interactions and positive relationships Defined pedagogy Ongoing developments including loose parts and use of natural resources – creativity, curiosity and inquiry Children leading and talking about learning – use of floor books as a tool For Scotland’s learners with Scotland’s educators

Messages from inspection QI 2.3 Learning, teaching and assessment Areas for development Use of national guidance to support development of environments and quality of planning Build on interactions – questioning and commentary High quality observation and assessment based on significant learning to ensure progression Use of assessment information Development of a language of learning Use of digital technologies For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3 Messages from inspection QI 3.1 Ensuring wellbeing, equality and inclusion For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3 Messages from inspection QI 3.1 Ensuring wellbeing, equality and inclusion Key strengths Promote and ensure wellbeing and inclusion of children – treated as individuals Strong, positive relationships with children and families Increasing knowledge and use of national wellbeing indicators Children involved in making decisions Fulfilment of statutory duties For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3 Messages from inspection QI 3.1 Ensuring wellbeing, equality and inclusion Areas for development Knowledge and use of national wellbeing indicators with children and families Use of data to secure positive outcomes Challenging gender stereotypes Planning to best meet individual needs For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3.2 Securing children’s progress For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3.2 Securing children’s progress Key strengths 67% of settings evaluated good or better Appropriate focus on early language, mathematics and health and wellbeing Range of approaches used to record and articulate children’s progress – value added Identification of potential barriers to learning and tailored interventions put in place including collaboration with other agencies For Scotland’s learners with Scotland’s educators

Messages from inspection QI 3.2 Securing children’s progress Areas for development Professional learning to support developmental stages in early literacy and numeracy Provision of sufficient challenge in learning and more real life, meaningful contexts Children’s wider achievements recorded and built upon Use of data to offer support and challenge to children For Scotland’s learners with Scotland’s educators

Reflections