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

STANDARDS, QUALITY AND IMPROVEMENT

PLANNINGin a Pre 5 Centre

April 2014Marie 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 SQIPThe 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 performance2.1 – Children’s experiences5.3 – Meeting learners needs5.1 – 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 School/Centre name>

<insert school/centre logo>

insert vision statement>

Standards and Quality Report for session:<insert current session date>Improvement Plan for session: <insert next session date>

Table of contents

Section Section title Page<insert>

Standards and quality report

1 The school/centre in context (short introductory paragraph)

2 School Centre self evaluation (using audits of 1.1, 2.1, 5.3, 5.1, 5.9)

Improvement plan

3 Key areas for school/centre improvement (based on next steps identified in self evaluation)

4 Cluster improvement plan (reflecting three year CfE implementation)

Standards and Quality Report1. The school/centre in context

Neighbourhood: Cluster:

FTE Teaching:

Total number of children 3-5

<insert brief description of the school/centre, its location and any other relevant information>

Significant factors specifically affecting achievement in 2013-2014 (for example, staffing, staff training/qualifications)

HMIE Date Published Follow-through:

Care Inspectorate Date Published Follow through:

Education Scotland/Care Inspectorate Inspections

2. School/Centre self evaluation

1.1 Improvements in performance

Children’s progress Overall quality of children’s achievement

Impact of the school/centre improvement plan


Using evaluative statements report on:

2.1 - Children’s Experiences


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.


5.3 - Meeting Learning Needs


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


5.1 - The Curriculum


The rationale and design of the curriculum

The development of the curriculum

Programmes Transitions


5.9 Improvement through self-evaluation

Commitment to self-evaluation Management of self-evaluation School/Centre improvement



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. Literacy Overall Responsibility QIs

Outcome and impact on children’s learning:

Tasks By Whom Timescales Resources Progress/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. HWB Overall Responsibility QIs

Outcome and impact on learners:


Priority 3 e.g. Numeracy Overall Responsibility QIs



Priority 4 Birth to three Overall Responsibility QIs


Tasks By Whom Resources Timescale Progress/Evaluation of task

5. Cluster Improvement Plan

Priority 1 Overall Responsibility QIs

Outcome A

Success Criteria


Outcome BSuccess Criteria


Appendices

1. Improvement in Performance Report

2. Summary of evaluations against key indicators

• Guidance notes for completion

Appendix 1 Summary of evaluations against key indicatorsEvaluation key:

Level 6 Excellent Outstanding or sector leading

Level 5 Very Good Major strengths

Level 4 Good Important strengths with areas for improvement

Level 3 Satisfactory Strengths just outweigh weaknesses

Level 2 Weak Important weaknesses

Level 1 Unsatisfactory Major weaknesses

QI Evaluation

1.1

2.1

5.3

5.1

5.9

Improvements in performance

Children’s experiences

Meeting learning needs

The curriculum

Improvement through self evaluation

Appendix 2

Pre 5 - IMPROVEMENTS IN PERFORMANCE REPORT 2013-2014 School/Centre Name: …………………………………………… Date: …………………………………………. Overview of Achievement Children’s progress: Levels of achievement in literacy, numeracy and health and well being for children who are transferring to Primary 1 in August 2012

English/Literacy: Developing Consolidating Secure

Mathematics/Numeracy: Developing Consolidating Secure

Health and well being: Physical Coordination and Movement:

Developing Consolidating Secure

Additional Support for Learning Number of children supported during 2012-2013 by: Additional support plans: (excluding gifted and talented)

Co-ordinated support plans :

Individualised educational programmes : Gifted e.g. programmes, interventions How many Integration Audit Hours do you have:? Number of children supported by Integration

Audit Hours

How is the funding used e.g. do you employ someone or re-arrange current staffing?

Tracking Children’s Achievements Please give some information about how you track and support children’s progress and achievement for the groups below.

Group Statement Next Steps

Developmental delay

Gender

Disability

Looked After Children

Ethnicity

EAL Children

Other (e.g. impact by disability in the family, poor attendance)

Standardised Assessment Please indicate any standardised assessment used in session 2013-2014 Group Name of Test Purpose (curricular/other) When How do you use the results?

Children 3-5

Some Documents to support Self evaluation

1.Child at the Centre 2007 – currently being re written2. Improving our curriculum through self evaluation HMIe 20083. Improving outcomes for learners through self evaluation HMIe 20084. 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 CPD6. CEC self evaluation Toolkit – using quality indicators from CatC 27. 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 2012-1310. CfE briefing papers (1-9)11. Raising attainment document12. Learning together HMIe 200913. How well are learners progressing and achieving in literacy, numeracy, HWB 201114. 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)

http://www.educationscotland.gov.uk/Images/ESInspectionAdviceNote20132014_tcm4-809751.pdf

• Improving our Curriculum through Self Evaluation – HMIE

http://www.educationscotland.gov.uk/resources/i/genericcontent_tcm4747802.asp?strReferringChannel=inspectionandreview&strReferringPageID=tcm:4-682712-64&class=l1+d147708

• Curriculum for Excellence: National Expectations : Self Evaluation Resource QI 5.9

http://www.educationscotland.gov.uk/resources/c/genericresource_tcm4813830.asp?strReferringChannel=educationscotland&strReferringPageID=tcm:4-615801-64







