early years leading the strategy · blog. • to be submitted to [email protected] by...
TRANSCRIPT
Early Years
Leading the Strategy
Locality Meeting 4
30th April & 2nd May 2019
AGENDA
✓ Improvement Planning
• Activity
• Discussion
✓ Updates:
• Development and
Learning Tracker
• CLPL
• Transition reports
✓ Welcome
✓ Update:
• 1140
✓ Leadership-
• Empowerment and
Enablement
✓ Self-Evaluation;
• SQIP Guidance 2018-19
• CEC Plan 2019-20
PRINCIPLES OF THE BLUEPRINT- PUBLISHED 2017
•Quality
•Flexibility
•Accessibility
•Affordability
THE ASPIRATION
“We have ambitious aspirations to help ensure that our children can realise their
full potential and we hope that, by prioritising high quality ELC and unlocking
choice, we will ensure that all our children have opportunities to learn, play and
flourish. In our children, we see the measure of our worth as a nation. We are
dedicated to providing the essential conditions of love, respect and understanding
through which our children can become the happy, fulfilled and successful adults
they all have a right to be.”
Maree Todd, Minister for Children and Young People
and
Cllr Stephen McCabe, COSLA Children and Young People Spokesperson
THE NATIONAL STANDARD- FUNDING FOLLOWS THE CHILD, DECEMBER 2018 PUBLICATIONS
1. Principles and Practice
2. Operating Guidance
3. Frequently Asked Questions for Local Authorities and Providers
THE NATIONAL STANDARD CRITERIA10 NATIONAL STANDARD CRITERIA FOR ALL ELC SETTINGS TO MEET IN ORDER TO BE A FUNDED PROVIDER, BASED ON RESEARCH AND EVIDENCE OF EFFECTIVE ELC. THESE ARE:
1. Staffing, leadership and management
2. Development of children’s cognitive skills, health and wellbeing
3. Physical Environment
4. Self-Evaluation and Improvement
5. Parent and carer engagement and involvement in the life of the setting
6. Inclusion
7. Business Sustainability
8. Fair Work Practices, including Payment of the Living Wage
9. Payment Processes
10. Food
Most criteria are supported by a number of sub-criteria and are also linked to Care Inspectorate quality evaluations.
KEY PROGRESS SINCE LAST UPDATE
• 60 Partner providers have agreed to deliver 1140 hours from August 2019
• 3 new childminders
• 90 posts advertised. MA/Trainees and Early Years Assistants.
• Preparations for 11 settings to extend opening times.
THE EXPANSION OF EARLY LEARNING AND CHILDCARE IN EDINBURGH - PROGRESS
Delivery Progress and Target Apr
2018
Aug
2018
Jan
2019
Apr
2019
Aug
2019
Target
2020-21
LA Settings 21 40 44 44 44 96
Partner Providers 0 11 22 22 60 114
Childminders 7 4 7 10 20 50
Forest Kindergartens 2 2 3 3 5 9
LA 3-4 yr olds places (approx) 1,000 1485 1500 1500 2125 6,000
PP 3-4 yr olds places (approx) 220 220 1240 4,000
2 yr olds places (approx) 300 245 260 260 460 1,000
Recruited staff 53 240 242 250 360 650
LA settings open
8am – 6pm
0 0 0 0 11 47
Capital Refurbishments/new
builds
4 4 10 19
LEADERSHIP
EMPOWERING AND ENABLING
GORDON RAMSAY RAYMOND BLANC
Similarities and Differences
LEADERSHIP TASK
Discuss and note at least 3 responses:
What leadership qualities does each chef have?
WHAT LEADERSHIP QUALITIES DOES EACH HAVE?
Expert knowledge of their work
The ability to talk and share the process and the product
Engaging others and developing the necessary skills
The ability to motivate and inspire others to succeed
Confidence to be critical in order to ensure the highest expectations
Planning and organising to ensure the highest quality
HOWEVER… which person would you prefer to work for and with?
WHAT DOES THIS MEAN FOR LEADERSHIP IN THE EARLY YEARS?
• Leadership is the responsibility of all in every setting
• Staff need to feel a sense of belonging and ownership of the journey
• Identify the skills, talents and ambitions of every member of staff
• Plan for the long term
• Invest in the development of staff skills, knowledge and understanding of ELCC
• Continual evaluation of the children`s experiences and progress is imperative
• Children as leaders of their own experiences
• Family engagement :empowering and enabling families
SELF-EVALUATION
Within City of Edinburgh Early Years Team, we have a clear vision: -
“To ensure all our children have the best start in life. They are happy, well cared for and
have quality opportunities to have fun, play and learn.”
The term ‘self-evaluation’ is used to cover the way in which individuals and settings explore
their progress, development and practice to identify what has improved and what still needs
to improve. It is a way of using evidence to assess achievements and success and areas that
still need action. The significant relationship between effective self-evaluation and
improvement might also be understood to help settings answer the familiar three questions,
which remain at the heart of self-evaluation:
• How are we doing?
• How do we know?
•What are we going to do now? (How Good is our Early Learning and Childcare)
THE NATIONAL STANDARD FOR EARLY LEARNING AND CHILDCARE
For all funded providers requires settings to meet:
• Criteria 4 – Self-Evaluation and Improvement
• Sub-criteria 4.1 - The setting uses relevant national self-evaluation frameworks
to self-evaluate and systematically identify strengths and areas for
improvement.
• Sub-criteria 4.2 - The setting has a clear plan, developed in line with self-
evaluation evidence, evidence from Education Scotland and Care Inspectorate
scrutiny activities, research and national practice guidance, to continuously
improve the quality of provision and outcomes for children and families
HEALTH AND SOCIAL CARE STANDARDS
There is also a requirement that all settings are evaluated as Good or above
against the four quality themes identified by Care Inspectorate:
• Quality of care and support
• Quality of environment
• Quality of staffing
• Quality of management and leadership
The Health and Social Care Standards 2018 will support settings to reflect on the
four quality themes.
CEC SQIP ADVICE TO ALL SETTINGS
Informed by:
• Summary of National Improvement Plan by Drivers
• CEC Education Improvement Plan
• Blueprint 2020: Expansion for Early-Learning and Childcare Scotland Quality
Action Plan
• South East Improvement Collaborative (SEIC). Regional Improvement Plan.
• Education Scotland’s Driving Excellence and Equity: Advice on School Improvement
Planning 2018/19
https://education.gov.scot/documents/nifschoolimprovementguidance201819.pdf
SQIP GUIDANCE 2019
Timeline
• Paperwork has been emailed out to all settings and is available to download from the EY
blog.
• To be submitted to [email protected]
by 29th June 2019.
• A summary of the SQIPs should be issued to parents in August and full version should be
available for parents to view on the website
• Individual QIEO SQIP meetings will be arranged.
• It is recommended that at the start of the session an annual calendar is developed to plan
and review the implementation and impact of any improvements/changes
Support and Challenge
Year 3 2019-20
Block 1
September 2019 – February 2020
Block 2
March 2020 – September 2020
Literacy and Communication through:
HGIOELC QIs:
1.2 Leadership of Learning
• Children leading learning
2.2 Curriculum
• Skills for life and learning
3.2 Securing Children’s Progress
• Progress in Communication and Early
Language
Building the Ambition;
• Experiences which
• Adults who
• An environment which
Numeracy and Mathematics through:
HGIOELC QIs:
1.2 Leadership of Learning
• Children leading learning
2.2 Curriculum
• Skills for life and learning
3.2 Securing Children’s Progress
• Progress in Numeracy and Mathematics
Building the Ambition;
• Experiences which
• Adults who
• An environment which
COFFEE & CHAT
WAVERLEY NURSERYACTIVITY
OUTLINE OF ACTIVITY
Task:
Review the SE evidence
Identify key themes
Discuss and agree one priority
Identify intended outcome
Discuss possible
tasks
Waverley Nursery has gathered self evaluation evidence
throughout the year
CONTEXT
Waverley Nursery is a setting in an area close to a large housing development.
The development is a mixture of social and private housing.
The intake to the setting is mixed, including children with EAL and Additional Support Needs.
Waverley Nursery is increasing the numbers of children who are offered 1140 hours and offers spaces for children from 2 – 5 years old.
INFORMATION
Self evaluation evidence that should
influence the improvement plan are:
CEC SE plan CI report ASL service report
Staff – SCOT analysis Parents – feedback from questionnaire
Children – Mindmap
CLPLMAY-JUNE 2019
17 May
New to SQIP CF2693 17th May WHEC
29 May
Literacy Workshop CF2729 29th May WHEC 9am – 11am
5:30 PM
Planning with Children CF2730 29th May and 5th June 4 – 5.30 WHEC
CLPLFOR SESSION 19/20
Leading the Strategy 9am to 3pm [inc lunch] at Faith Mission
North CF2731 3/9/19, 28/1/20, 28/4/20
South CF2732 5/9/19, 30/1/20, 30/4/20
Hanen training email coming – Teacher Talk [2 half days] and Learning Language and Loving It [5 afternoons]
Finalised CLPL plan will be in the information booklet, and will be emailed to all establishments
TRANSITION REPORTS 2019
2019 Transition Report issued in January
Transition Report with notes to support staff for completion. New report includes reference to the four domains linking to Literacy, Numeracy and Health and Wellbeing.
Child’s Profile.
Parents/Carers Feedback sheet.
Please also attach either Developmental Milestone Overview or the APT Trackers.
The report should be completed, shared with parents and carers and sent on to the receiving primary school no later than 14th June 2019.
The CEC child’s profile has been simplified and should be completed with the child. If your setting has their own individual version of a profile please feel free to use it.
