STANDARDS, QUALITY AND IMPROVEMENT PLANNING in a Pre 5 Centre April 2014 Marie Keen Quality Improvement Officer – Early Years

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.

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). Good quality support for CPD (QI 5.9). 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). Effective arrangements to assess and track progress (QI 5.9). Strong and secure achievement in literacy and numeracy (QI 1.1). Effective partnerships and involving parents (QI 5.3). Good leadership is essential at all levels with a vision for the outcomes of change (QI 5.9).

SQIP COMPONENTS Standards and quality report Improvement plan Action pages Summary of evaluations against key indicators (appendix 1) Improvement in performance report (appendix 2) Report to parents

STANDARDS AND QUALITY REPORT This should be informed by ”intelligence” gathered through self evaluation from a variety of sources The report should be evaluative and informed by information on the impact of priorities Presented in 3 sections & 2 appendices

5 Quality Indicators  1.1 – Improvement in performance  2.1 – Children’s experiences  5.3 – Meeting learners needs  5.1 – The curriculum (increased expectations)  5.9 – Improvements through self evaluation (increased expectations) What are we going to do next?

Standards, Quality and Improvement Plan for insert vision statement> Standards and Quality Report for session: Improvement Plan for session:

Table of contents SectionSection title Page Standards and quality report 1The school/centre in context ( short introductory paragraph ) 2School Centre self evaluation ( using audits of 1.1, 2.1, 5.3, 5.1, 5.9 ) Improvement plan 3Key areas for school/centre improvement ( based on next steps identified in self evaluation ) 4Cluster improvement plan ( reflecting three year CfE implementation )

Standards and Quality Report 1. The school/centre in context Neighbourhood:Cluster: FTE Teaching: Total number of children 3-5 Significant factors specifically affecting achievement in (for example, staffing, staff training/qualifications) HMIE Date PublishedFollow-through: Care Inspectorate Date PublishedFollow through: Education Scotland/Care Inspectorate Inspections

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

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?

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?

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

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

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

PRIORITIES Identified from: auditing the work of the nursery national or authority initiatives the nursery vision particular local initiatives/cluster HMIe / Care Inspectorate report/ action plan

Improvement Plan 4. Key areas for school/centre improvement Priority 1 e.g. LiteracyOverall ResponsibilityQIs Outcome and impact on children’s learning: TasksBy WhomTimescalesResourcesProgress/Evaluation of task Complete over the year

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 the children Ensure the outcomes measure success

TASKS Clear statements outlining action and steps Describe in detail what needs to be done in the short term Start with a verb

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

Priority 2 e.g. HWBOverall ResponsibilityQIs Outcome and impact on learners: TasksBy WhomTimescalesResourcesProgress/Evaluation of task

Priority 3 e.g. NumeracyOverall ResponsibilityQIs Outcome and impact on learners: TasksBy WhomTimescalesResourcesProgress/Evaluation of task

Priority 4 Birth to threeOverall ResponsibilityQIs Outcome and impact on learners: TasksBy WhomResourcesTimescaleProgress/Evaluation of task

5. Cluster Improvement Plan Priority 1Overall ResponsibilityQIs Outcome A Success Criteria TasksBy WhomResourcesTimescaleProgress/Evaluation of task Outcome B Success Criteria TasksBy WhomResourcesTimescaleProgress/Evaluation of task

Appendices 1.Improvement in Performance Report 2. Summary of evaluations against key indicators Guidance notes for completion

Appendix 1 Summary of evaluations against key indicators Evaluation key: Level 6ExcellentOutstanding or sector leading Level 5Very GoodMajor strengths Level 4GoodImportant strengths with areas for improvement Level 3SatisfactoryStrengths just outweigh weaknesses Level 2WeakImportant weaknesses Level 1UnsatisfactoryMajor weaknesses QIEvaluation Improvements in performance Children’s experiences Meeting learning needs The curriculum Improvement through self evaluation

Some Documents to support Self evaluation 1.Child at the Centre 2007 – currently being re written 2. Improving our curriculum through self evaluation HMIe Improving outcomes for learners through self evaluation HMIe The Journey to Excellence – Professional Development Resource Improvement Guides – (how to go from good to excellence grids) 5. The Journey to Excellence – Learning Together – on line CPD 6. CEC self evaluation Toolkit – using quality indicators from CatC 2 7. CEC – Improving outcomes for learners through self evaluation in the early years updated 2010 (on Glow and to be revised in the near future) 8. National Care Standards (Care Commission) 9. Inspection advice notice CfE briefing papers (1-9) 11. Raising attainment document 12. Learning together HMIe How well are learners progressing and achieving in literacy, numeracy, HWB Curriculum for Excellence National expectations: Self –evaluation resource QI 5.1curriculum and 5.9 Improvements through self evaluation 2013

Documents on the web Education Scotland – HMIE Advice Note on 'increased expectations' for 5.9 ( and 5.1) 4_tcm pdf Improving our Curriculum through Self Evaluation – HMIE sp?strReferringChannel=inspectionandreview&strReferringPageID=tcm: &class=l1+d147708http:// sp?strReferringChannel=inspectionandreview&strReferringPageID=tcm: &class=l1+d Curriculum for Excellence: National Expectations : Self Evaluation Resource QI