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Learning Together
Advisory Service Kent
Empowering early years practitioners to improve the
quality of provision
Colleen Marin
Advisory Service Kent
Learning Together
Context: Public Service Agreement (PSA)
“To promote the physical, emotional, social
and intellectual development of young
children so that they flourish at home and at
school.”
Advisory Service Kent
Learning Together
Early Years/Foundation Stage F Baseline (2004)
Target (2008)
%age children with six+ points for Personal Social & Emotional Development in Foundation Stage Profile (excluding Swale, Dover & Gravesham Surestart). PSA 1.3
A 86.7% 89.7%
%age children with six+ points for Communication, Language & Literacy in Foundation Stage Profile (excluding Swale, Dover & Gravesham Surestart). PSA 1.3
A 71.5% 74.5%
Public Service Agreement Target 1) To improve the outcomes for children
Advisory Service Kent
Learning Together
Swale, Dover, Gravesham F Baseline (2004)
Target (2008)
Gap to county for PSED in Foundation Stage Profile for Surestart postcode area. LPSA 1.4
A 9.7% 6.7%
Gap to county for CLL in Foundation Stage Profile for Surestart postcode area. LPSA 1.4
A 16.6% 13.6%
Public Service Agreement Target
2) Reduce the outcomes gap between the areas of high social deprivation and the rest of Kent
Advisory Service Kent
Learning Together
The PSA Steering Group
Acting Principal Educational Psychologist
Specialist Teaching Service Manager
Adult Education Strategic Manager
Senior Adviser Early Years (Chair)
Strategic Manager Libraries
Advisory Service Kent
Learning Together
The Advisory Team
The team of 47 advisers comprised: Early Years Advisory Teachers
Early Years Special Educational Needs Co-ordinators (SENCOs)
Birth to Three Advisers
Early Years Quality Assurance Team
Advisory Service Kent
Learning Together
Settings Involved
175 settings in total in the 3 areas
68% took part voluntarily
119 settings in total
2,081 children
Advisory Service Kent
Learning Together
Achievement of the Target
Principled approach
Leuven Scales/Ten Action Points
Box Full of Feelings
Advisory Service Kent
Learning Together
Training & Implementation of Project
All advisers were trained on use of Leuven system
All settings received 4 sessions of Leuven training
All settings received:
Leuven handbook, Video of Ten Action Points, Box Full of Feelings and a pack of 20 children’s books which supported exploration of feelings
Advisory Service Kent
Learning Together
Notes of Visit
Advisers reported against the 10 Action Points
Advisers and practitioners discussed and agreed what impact the work had on children’s learning and development
Advisory Service Kent
Learning Together
Advisory Service Kent
Learning Together
The 10 Action PointsCreate a rich environment
Offer activities based on observation
Stimulate activities with open impulses
Give room for child initiative
Build up positive relations
Explore the world of feelings, behaviour & values
Support children with special needs
Advisory Service Kent
Learning Together
Main Research Question
What are the initiatives/interventions that have been taken (or that a setting wants to take) to implement the Ten Action Points and what are the reported effects?
Advisory Service Kent
Learning Together
Analysis of each Note of Visit
1) What are the reported changes registered at the level of context ( the created learning environment)?
2) What is the reported impact at the level of process (well being and involvement)?
3) What is the reported impact at the level of outcomes (competences, attitudes and dispositions)?
4) What are the pre-conditions mentioned in the reports to make the implementation of the 10 action points a success and what is seen as an obstacle?
Advisory Service Kent
Learning Together
Analysis of patterns within & across settings
1) Is there a pattern over time in the kinds of initiatives used?
2) Is there a relation between noted changes/interventions and the person visiting the setting?
3) Are there possibilities based on the results of the analysis for further standardisation of the observations, interviews and Note of Visit forms for future visits?
Advisory Service Kent
Learning Together
Action Points 1 & 2
Rearrange the classroom into appealing corners/areas
Check the content of the corners and replace unattractive materials with more appealing ones
Example of Results
86% of settings have rearranged the home or drama area
73% create clearly defined play areas
68% have rearranged the writing and book area
50% reflect upon the location of the play areas and initiatives to gain space in the setting
36% have made indoor and outdoor play available at the same time
Advisory Service Kent
Learning Together
Action Point 3
Introduce new and unconventional materials and activities
68% added unconventional “free” materials
59% added “real” materials
59% included innovative activities
27% provide out of setting activities
Advisory Service Kent
Learning Together
Action Points 4 & 5
Observe children, discover their interests and find activities that meet these orientations
Support on-going activities through stimulating impulses and enriching interventions
82% by observations and discussions know what interests children
45.5% challenge children and bring them to higher levels of involvement
43% use the interests of children to plans interventions
40.9% ask thought provoking questions
23% use the children’s on-going responses to expand the range of activities
Advisory Service Kent
Learning Together
Action Point 6
Widen the possibilities for free initiative and support them with sound rules and agreements
59% have improved free access to materials
41% of settings have child initiated time for 2/3 of the day
45% make rules and agreements concrete for children via the use of pictograms etc
18.2% make the rules together with the children
Advisory Service Kent
Learning Together
Action Points 7 & 8
Explore the relationship with each of the children and between children and try to improve it
Introduce activities that help children to explore the world of behaviour, feelings and values
54% of settings peer interactions are positive
50% of settings practitioners have positive interactions with children
68% of settings have used resources e.g., Box Full of Feelings/specific books to help children explore and talk about emotions and feelings
Advisory Service Kent
Learning Together
Action Points 9 & 10
Identify children with emotional problems and work out sustaining interventions
Identify children with developmental needs and work out interventions that engender involvement within the problem area
91% of settings have used the Leuven scales for well being and involvement
82% make specific interventions for children with Special Needs
55% involve external agencies
Advisory Service Kent
Learning Together
Process & Outcomes
73% of settings: Leuven work has impacted positively on levels of involvement
41% of settings: children more independent than before
64% of settings: the whole staff team has been trained on Leuven work
Advisory Service Kent
Learning Together
Conclusions
Practitioners are more aware of the impact of the environment on children’s play.
They proactively review and change the environment as a result of observations of children’s well being and involvement.
Some settings have made the shift from a practitioner orientated to a child orientated way of oganising things.
Advisory Service Kent
Learning Together
Conclusion
Making efforts to observe children’s levels
of well-being and involvement and putting
the Ten Action points in place enables
practitioners to make fundamental changes towards improvements in the
quality of provision for children
Advisory Service Kent
Learning Together
Audit of 730 PVI settings
Use of Early Childhood Environment Rating Scale (ECERS)
Advisory Service Kent
Learning Together
ECERS-R
ECERS - R AVERAGES
1.31.61.01.20.52.01.7Difference
4.54.75.63.74.85.04.6Kent
5.86.36.64.95.37.06.3Discovery
Nursery Ltd - Dover
Parents & Staff
Programme
StructureInteractio
nActivitie
s
Language -
Reasoning
Personal Care
Routines
Space &
Furnishings
Advisory Service Kent
Learning Together
ECERS-E
ECERS - E AVERAGES
-0.42.3-0.10.6Difference
3.12.73.13.9Kent
2.75.03.04.5Discovery Nursery Ltd - Dover
DiversityScienceMathsLiteracy
Advisory Service Kent
Learning Together
Average of ECERS scores
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Spac
e &
Furn
ishi
ngs
Pers
onal
Car
eR
outi
nes
Lang
uage
-R
easo
ning
Act
ivit
ies
Inte
ract
ion
Prog
ram
me
Stru
ctur
e
Pare
nts
& S
taff
Lite
racy
Mat
hs
Scie
nce
Div
ersi
ty
Discovery Nursery Ltd - Dover Kent
Advisory Service Kent
Learning Together
Ofsted 2006
‘Staff have re-arranged the nursery andresources to support children’s learning,
allow them to use their initiative andselect freely and independently from a
wide selection of purposeful andmeaningful activities appropriate to their
individual needs’.