the child at the centre self-evaluation in the … · discussion and reflection based on a shared...

THECHILDATTHECENTRE

SELF-EVALUATIONINTHEEARLYYEARS

Please note in the six-point scale a level 3 evaluation where strengths just outweighweaknesses is now described as ‘satisfactory’.

© Crown copyright 2007

ISBN: 978-0-7053-1109-0

HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA

Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]

Produced for HMIE by RR Donnelley B49509 03/07

Published by HMIE, March 2007

This material may be copied without further permission by education authorities and educationinstitutions in Scotland for use in self-evaluation and planning.

The report may be produced in part, except for commercial purposes, or in connection witha prospectus or advertisement, provided that the source and date therefore are stated.

THE CHILD AT THE CENTRE: SELF-EVALUATION IN THE EARLY YEARS ii:iii

FOREWORD01

INTRODUCTION03

THE QUALITY FRAMEWORK13

THE QUALITY INDICATORS AND ILLUSTRATIONS 19

APPENDIX ONE73

APPENDIX TWO 76

APPENDIX THREE 78

CONTENTS

iv:01

I am delighted to commend to you this revised edition ofThe Child at the Centre. It replaces all previous versions.Along with a revised edition of How good is our school?,this document forms the third part of How good is ourschool? The Journey to Excellence. The sets of qualityindicators will continue to provide the core tool forself-evaluation for all early education centres and schools,but they are now complemented by the very useful materialsin other parts of The Journey to Excellence series.

The indicators within The Child at the Centre reflectthe developing context for early education. They focusspecifically on the impact early education has on improvingthe educational experiences and lives of our youngestchildren in Scotland. This edition of The Child at the Centrehighlights the importance of children’s successes andachievements, particularly the broad outcomes for learnerswithin A Curriculum for Excellence1 and the visionstatement for Scotland’s children.2

The early years of childhood are a key time in influencingthe future lives of children. The benefits of high-qualityexperiences have been shown to enhance children’semotional, social and intellectual development.Getting it right from the start is essential in contributingto long-term outcomes.

The emphasis on impact and outcomes underlines theprinciple that self-evaluation is not an end in itself. It shouldlead to improvements in the educational experiences andoutcomes for children, and to the maintenance of thehighest quality where this already exists. The Child atthe Centre is about doing just that. It builds on existinggood practice in early education across Scotland andinternationally. It helps staff to evaluate their practiceand identify priorities for action, including ensuringbetter continuity in learning between home and thecentre, and from centre to primary class.

The Journey to Excellence provides sets of tools whichcan be used for continuous improvement. Journeys toExcellence, the digital resource which forms Part 5 ofthis series, will include the stories of those in earlyeducation who have moved forward significantly in theirown journeys towards excellence.

1 Curriculum for Excellence, Scottish Executive, 2004

2 Improving Outcomes for Children and Young People: the role of schools in delivering integrated children’sservices, Scottish Executive, 2006

THE CHILD AT THE CENTRE: SELF-EVALUATION IN THE EARLY YEARS

FOREWORD

Early education centres are now part ofa wider partnership of professionals, allof whom deliver a range of services tochildren. This edition of The Child at theCentre, therefore, has evolved by adoptinga framework for self-evaluation commonto all public services and structured aroundsix questions which are important for anyservice to answer. It also ensures thecontinuity of links with the National CareStandards which HMI and the CareCommission use in their integratedinspection work.

This edition also emphasises a culturein which all staff engage in professionaldiscussion and reflection based on a sharedunderstanding of quality and a shared visionof their aims for children. All staff should,therefore, be involved in the self-evaluationprocess, sharing observations and evaluatingtheir work together.

In this context, self-evaluation will be aseries of reflective professional processeswhich will help centres to get to knowthemselves well, identify their agenda forimprovement and promote well-consideredinnovation. The quality indicators are aguide in that process and not a set of

recipes for success. They sit alongsideprofessional expertise and other sourcesof guidance, for example on the curriculum,on learning, and on the leadership ofchange, in contributing to a lively debateabout quality and the factors involved inachieving it in any playroom, nursery classand school.

Since the first publication of The Child at theCentre, self-evaluation has become increasinglyembedded across Scottish education andhas contributed well to improving achievementfor all children. I commented in ImprovingScottish Education3 on the great strides takenby educational establishments in becomingaware of their own strengths andweaknesses,placing Scotland at the forefront of qualityimprovement internationally. I commendthis second edition of The Child at the Centreto you in taking forward our collectivecommitment to continuous improvementand excellence in early education.

Graham Donaldson

HM Senior Chief Inspector

3 Improving Scottish Education, HM Inspectorate of Education, 2006.

02:03

INTRODUCTIO

N

INTRODUCTION

THE CHILD AT THE CENTRE: SELF-EVALUATION IN THE EARLY YEARS 04:05

INTRODUCTIONThe third part in the Journey to Excellence series ismade up of the revised editions of The Child at theCentre and How good is our school?. They are basedon a revised framework of indicators which help youto work out where your early education centre is inimproving its quality and aiming for excellence. We havebecome very familiar with the use of quality indicators inthis way in Scotland. The Child at the Centre4 will be ofinterest to staff working in the pre-school sector and inthe early stages of primary school where the indicatorsreflect the active learning which takes place acrossthese early years.

The child is at the centre of what we do in the early years.This is a critically important stage in the developmentand learning of children. Children are naturally curiousand eager to find out about the world around them. Wemust build on their curiosity and enthusiasm to learnwhen we develop their learning environments, workingoutwards from their individual interests and needs.

Self-evaluation is a reflective professional processthrough which centres get to know themselves well andidentify the way forward which is best for their children.It should, therefore, promote well-considered innovation.The framework of indicators is there to guide you in thatprocess. The illustrations are not designed to be usedas checklists or recipes. They are there to be referredto alongside other sources of guidance such as curriculumadvice, research into learning and pedagogy, and studiesof leadership approaches. As thinking about the curriculumand learning is constantly developing, so our applicationof the indicators also develops to take account of thedynamic context which is early education in Scotland.

Self-evaluation, and the indicators on which it is based,is forward looking. It is about change and improvement,whether gradual or major. It should result in clearbenefits for children.

4 The Child at the Centre can continue to be used in conjunction with the National Care Standards forEarly Education and Childcare up to the age of 16.

SELF-EVALUATION

REFLECTION AS A COMMUNITY OFPROFESSIONALSAll staff constantly reflect on the quality oftheir work. As professionals, and asmembersof the staff team which is accountable forthe overall quality of education, you areaccountable for the quality of your workand for the achievements of the childrenyou teach and engage with.

Members of staff engaging with children’slearning take pride in their own work andreflect on it in relation to individualresponsibilities. For this you can use thequality indicators and other sources ofadvice such as the Conditions of Registrationwith the Scottish Social Services Counciland their Codes of Practice, the Standards forFull Registration as teachers, for CharteredTeacher or for Headship, and the NationalFramework for Continuing ProfessionalDevelopment.

Self-evaluation also involves groups of staffreflecting on their work together. You cando this in a number of ways by:

≥ commenting on each other’s work;

≥ discussing plans for learning experiencesand children’s progress;

≥ working together to promote high-qualityplay experiences;

≥ engaging in cooperative teaching anddiscussion; and

≥ looking at each other’s practice toexperience different methods of organisingplay activities or interacting with children.


Peer evaluation is a very importantprofessional activity. It is often wellestablished in early education teamswhere feedback is shared across the team.It complements professional discussion youengage in with senior colleagues who mightteach and work alongside you or observepractice in the playroom. The indicators inthis edition have been written to talk directlyto staff teams to recognise this importantcollegiate responsibility. Teams in earlyeducation centres may include teachers,nursery nurses, other early educationprofessionals and care workers.

The process of collegiate self-evaluation,by staff and with centre managers, worksbest when all working in the centre have ashared understanding of what is meant by‘quality’. This often stems from a sharedvision of what you as a centre communitywant for the children, and what you wantyour provision for children to be like in twoor three years time.

A shared vision doesn’t always come easily.There are usually different views andinterests across groups of staff, childrenand parents, other professionals and keymembers of the community. To develop ashared vision, the centre must engage withall of these in clarifying and agreeing itsvalues and principles. It also needs toagree how its values and principles will beput into action to influence the work of thecentre, the curriculum, the learningenvironment, the ethos of the centre andthe way that everyone is included. A centrewhich achieves a common vision andshared values has a strong sense ofpurpose to achieve its aims.

These activities, carried out by reflectiveprofessionals, are the basis of the collegiateculture which underpins leadership at alllevels: in the playroom; class; within workinggroups and development teams; as promotedstaff within stages; as senior managers asa whole; or as the head of centre ultimatelyaccountable for the quality of everythingwhich goes on in the centre. Taking part iswhat we mean by being a member of a‘community of learners’.

USING THE FRAMEWORK OF QUALITYINDICATORS IN EVALUATIONThe framework in this publication providesa structure for self-evaluation which can beused in different ways.

Every year you will want to look closelyat aspects of your centre’s successesand achievements (Key Areas 1 to 4) andaspects such as learning, teaching andmeeting learning needs (Key Area 5). Fromthis analysis, and from your day-to-dayprofessional reflection, you may identify keyissues for further exploration, observationand analysis using more of the detail ofthe quality indicators provided within KeyAreas 5 to 9.

The aspects addressed within the Key Areasare closely inter-related. This means thatstrengths or weaknesses in one area mayhave an effect on quality in another area.Climate and relationships influence learning;workingwith partner agencies affects children’scare and welfare; leadership affects and isaffected by staff morale. In other words, theframework can help you to diagnose thecauses of the strengths and weaknessesyou have found.

If self-evaluation is well established inyour centre, a selective approach basedon your knowledge of your successes andachievements, as well as issues whichneed to be addressed, is an effective wayof using the framework of indicators.

Sometimes, however, a more comprehensiveapproach may be needed. For example, anew headteacher or manager who has justtaken over a centre might find it helpful towork through all or most of the indicatorsto gain a clear picture of the quality of thecentre’s work. All centres will benefit whenstaff look across the breadth of their work,‘taking a broad view’ every so often toensure everything is working well. In thisway, you will come across issues where youneed to ‘take a closer look’. This familiarapproach of taking a broad view and takinga closer look is another approach to usingthe indicators.


5 Throughout the document the term parents is also used to include carers

USING INDICATORS AND SOURCES OFEVIDENCEThe selection of evidence onwhich you baseyour evaluations should be keptmanageableby sampling. The extent and nature of samplingshould be thought through carefully anddiscussed and agreed by staff. It is also usefulto test out the strength of your evidence throughtesting one source of evidence against a secondanda third source. For example, the effectivenessof your centre’s policy onmeeting the needsof learners could be checked against itsimplementation in playrooms and discussedwith staff, children and parents. This processshould help to evaluate the impact of policy inmeeting the needs of children.

The key sources of evidencewill come fromwhat you actually observe, fromdata of varioussorts and from the views of people who areclosely involvedwith the centre, such as thechildren themselves, parents, partner agencies,as well as staff.

Children can provide thoughtful and valuableviews about the learning they experience andwhat ‘works for them’.Ways of tapping intotheir views include talkingwith small groups,listening to themat play and one-to-one

discussionswhile you are helping individualsto talk about their work and progress.

Parents5 have unique experience of theirchildren and have important knowledge oftheir progress as learners over time withinthe centre, at home and in other settings.They also have important insights into thequality of provision as participants in, andusers of, the centre. Their views on thecentre can be gathered through informal dailycontacts, organised events for parents, theirresponses at times of difficulty or concern andperiodic questionnaires to gather their views.

If you become aware of weaknesses in practice,you may also find it helpful to check outwritten guidance and documentation.Such documentation could include curricularprogrammes, staff plans, policies andguidelinesand minutes of meetings. However, what iswritten down is not necessarily the same aswhat actually happens. Similarly, progressreports on your centre’s improvement planscan be helpful but will need to be checkedagainst what has actually happened. Whatreally matters is the impact of all the keyactivities in the centre on children themselvesand their learning.

MANAGING EVALUATIONIt is important to have reasons for evaluatingthe aspects you have chosen, and a clearidea of exactly how you are going to carryout evaluation, when and with whom. Timeis a key resource in busy centres and thereis no need to evaluate everything at once.However, you do need to be systematic asyou do not want important aspects of thecentre’s work to ‘slip through the net’ andonly find out that things are going awry whenthey have already had an effect on children.Time spent on diagnosis needs to bebalanced against the time to be spent onimprovement. You also need to keep focusingon the key work of the centre – to promotechildren’s development and learning.

Many managers build monitoring andevaluation into a calendar of activities. Forexample, the headteacher of a school willwant to include nursery staff in the annualevaluation of the whole school. A playgroupleader may include a review of provision atregular staff meetings and set aside timeonce a year for a look across all theplaygroup’s work. By keeping a note ofdiscussion and evidence, managers and

their staff gradually build up a body ofevidence which they can use when arrivingat evaluations using quality indicators. Thetime frame can be flexible to suit the needsof the centre. Themost important requirement,though, is that such activity is built into thework of the centre and has a clear focus onchildren’s learning and success. All the keyprocesses of education, and leadershipactivities, need to be tracked through totheir impact on children.

At the heart of self-evaluation we wantto know:

≥ How are we doing?

≥ How do we know?

≥ What are we going to do now?

Excellent centres focus these questionson learning. Learning is at the heart of anexcellent centre. Learning is its core business.


THE QUALITY FRAMEWORKThe indicators in this edition of The Child atthe Centre are arranged under six questionswhich HMIE, and other agencies, are adoptingfor evaluation purposes.

≥ What outcomes have we achieved?

≥ How well do we meet the needs of ourcentre community?

≥ How good is the education we provide?

≥ How good is our management?

≥ How good is our leadership?

≥ What is our capacity for improvement?

These six simple but powerful questionsare set out in nine key areas in a chart inthis edition of The Child at the Centre.

The first two questions are very important:

≥ What outcomes have we achieved?

≥ How well do we meet the needs of ourcentre community?

These two questions focus on theachievements of the centre in relation to itskey purpose and the impact of the centreon children, parents and the community atlarge. They relate to the centre’s successesin helping children to become successfullearners, confident individuals, responsiblecitizens and effective contributors within thecommunity. They also relate to Scotland’sVision for children and young people thatthey should be safe, nurtured, healthy,achieving, active, included, respectedand responsible.

For example, if children are not learningeffectively or are not motivated to learn, youmay need to look at aspects of the qualityof education your centre provides and askthe following questions.

≥ Is the curriculum appropriate for theirneeds?

≥ Do the teaching approaches suit theneeds of all the children?

≥ Can you, individually and as a team,do more to motivate children?

≥ Do you need to be more specific aboutmeeting individual needs?

≥ How can we involve parents more?

This kind of focused approach enables youto concentrate on areas of priority ratherthan routinely covering all aspects of thecentre’s work in turn.

To judge your success in relation to thesetwo questions and to plan for improvements,you will need to consider the key factorswhich influence them. For example, if yourchildren are not developing as confidentindividuals, you might look at the curriculumthat children follow, or the kinds of learningin which they are engaged. You should,therefore, consider the first two questionsin the light of other questions relating to:

≥ How good is the quality of educationprovided through the curriculum orlearning and teaching?

≥ How good is our management in termsof planning, use of resources ordeployment of staff?

≥ How good is our leadership?

This approach enables professionals toreflect on practice within our own playroomsand nursery classes, and within the centreor school as a whole, and to consider thedeep inter-relationships between aspectsof our work and our successes andachievements. Where best practice isidentified, it should be celebrated andshared with others. If things are not goingwell, you can track down the source of theissues by using some of the indicators totake a closer look at particular aspects.

THEQUALITY

FRAMEWORK

12:13

THEQUALITY

FRAMEWORK

14:15

The quality framework is divided into nine key areasunder the six questions and can be evaluated againstthe six-point scale.6

WHAT OUTCOMES HAVE WE ACHIEVED?Key Area 1 focuses on how well the centre is respondingto its vision and values as a centre community. Key Area1 also focuses on the extent to which the centre fulfilslegislative requirements, follows appropriate codes ofbest practice and is financially secure.

HOWWELL DO WE MEET THE NEEDS OF OUREARLY EDUCATION CENTRE?Key Areas 2, 3 and 4 focus on the centre’s impact onthose it serves – children, parents, carers and families,and the community.

HOW GOOD IS THE EDUCATION WE PROVIDE?Key Area 5 focuses on the core work of the centre.The activities which the indicators describe are keyresponsibilities of individual staff, and of teams.Key Area 5 also looks at the quality of the centre’sprocesses for improving its work.

HOW GOOD IS OUR MANAGEMENT?Key Areas 6, 7 and 8 focus on the managementactivities which enable good learning and teaching toprosper. They do not of themselves guarantee that theeducational experiences of children will be interestingor productive or that they will achieve well, but they areimportant in enabling that to happen.

HOW GOOD IS OUR LEADERSHIP?Key Area 9 focuses on the leadership of the centre.It looks at its vision and values, how these have beendeveloped by the centre community and how they areused to drive the centre forward.

WHAT IS OUR CAPACITY FOR IMPROVEMENT?Underpinning all of the key areas is this final question.

6 Appendix 1.

THE QUALITY FRAMEWORK:KEY AREAS

THE CHILD AT THE CENTRE: SELF-EVALUATION IN THE EARLY YEARS

THE QUALITY FRAMEWORK

SUCCESSES AND ACHIEVEMENTS

1KEY PERFORMANCE

OUTCOMES

1.1

Improvementsin performance1.2

Fulfilment ofstatutory duties

2IMPACT ON

LEARNERS,

PARENTS, CARERS

AND FAMILIES

2.1

Children’sexperiences2.2

The centre’s successesin involving parents,carers and families

5PROVISION OF

EARLY EDUCATION

5.1

The curriculum5.2

Teaching for effectivelearning5.3

Meeting learning needs5.4

Assessment for learning5.5

Expectations andpromoting achievement5.6

Equality and fairness5.7

Partnerships withchildren and parents5.8

Care, welfare anddevelopment5.9

Improvement throughself-evaluation

6POLICY

DEVELOPMENT

AND PLANNING

6.1

Policy review anddevelopment6.2

Participation in policyand planning6.3

Planning forimprovement

9LEADERSHIP

9.1

Vision, values, aims9.2

Leadership anddirection9.3

Developing peopleand partnerships9.4

Leadership ofimprovement andchange

7MANAGEMENT AND

SUPPORT OF STAFF

7.1

Staff sufficiency,recruitment andretention7.2

Staff deployment andteamwork7.3

Staff developmentand review

8RESOURCES

8.1

Partnership with thecommunity, educationalestablishments andagencies8.2

Management offinance for learning8.3

Management and useof resources andspace for learning8.4

Managing information

3IMPACT ON STAFF

3.1

The engagement ofstaff in the life andwork of the centre

4IMPACT ON THE

COMMUNITY

4.1

The centre’s successesin engaging with thelocal community4.2

The centre’s successesin engaging with thewider community

WORK AND LIFE OF THE CENTRE VISION ANDLEADERSHIP

WHAT OUTCOMESHAVE WE ACHIEVED?

HOWWELL DOWEMEET THE NEEDSOF OUR EARLYEDUCATION CENTRE?

HOW GOOD IS THEEDUCATION WEPROVIDE?

HOW GOOD IS OURMANAGEMENT?

HOW GOOD IS OURLEADERSHIP?

WHAT IS OUR CAPACITY FOR IMPROVEMENT?


THE QUALITY INDICATORS

No QUALITY INDICATOR THEMES

KEY PERFORMANCE OUTCOMES

1.1 Improvements in performance ≥ Children’s progress≥ Overall quality of children’s achievement≥ Impact of the centre improvement plan

1.2 Fulfilment of statutory duties ≥ Financial performance≥ Compliance with legislation, and responsiveness to guidance

and codes of practice

IMPACT ON CHILDREN

2.1 Children’s experiences ≥ The extent to which children are motivated and actively involvedin their own learning

2.2 The centre’s successes in involvingparents, carers and families

≥ The extent to which parents, carers and families are committedto and actively involved in the life of the centre

IMPACT ON STAFF

3.1 The engagement of staff in the lifeand work of the centre

≥ The extent to which staff are committed to and actively involvedin the life of the centre

IMPACT ON THE COMMUNITY

PROVISION OF EARLY EDUCATION

4.1 The centre’s successes in engagingwith the local community

≥ The extent to which the centre engages with the local community

4.2 The centre’s successes in engagingwith the wider community

≥ The extent to which the centre: encourages and supportscreativity and innovation; learns from and adopts leading-edgepractice; influences wider policy or practice; anticipates andresponds rapidly and flexibly to change; and engages in global issues

5.1 The curriculum ≥ The rationale and design of the curriculum≥ The development of the curriculum≥ Programmes≥ Transitions

5.2 Teaching for effective learning ≥ The learning climate and teaching approaches≥ Staff-child interaction including children’s engagement≥ Clarity and purposefulness of dialogue≥ Judgements made in the course of teaching

5.3 Meeting learning needs ≥ Learning opportunities, tasks, activities and resources≥ Identification of learning needs≥ The roles of staff≥ Meeting and implementing the requirements of legislation

5.4 Assessment for learning ≥ Assessment approaches≥ Planning learning experiences and activities≥ Use of assessment information to identify and plan future learning≥ Arrangements for recording and reporting

5.5 Expectations and promotingachievement

≥ Staff expectations and use of praise≥ Children’s expectations and sense of achievement≥ Promoting and sustaining an ethos of achievement≥ Staff-child relationships

5.6 Equality and fairness ≥ Approaches to inclusion≥ Promoting equality and fairness≥ Ensuring equality and fairness

5.7 Partnerships with children and parents ≥ Engaging parents in their children’s learning and the life of the centre≥ Consulting and communicating with children and parents≥ Dialogue with children and parents about the work of the centre

5.8 Care, welfare and development ≥ Arrangements for ensuring the care, welfare and protection of children≥ Approaches to, and provision for, meeting the emotional, personal,

social and physical needs of individual children, including continuityof care and care routines

≥ Choices about education and care

CAPACITY FOR IMPROVEMENT

No QUALITY INDICATOR THEMES

5.9 Improvement through self-evaluation ≥ Commitment to self-evaluation≥ Management of self-evaluation≥ Centre improvement

POLICY DEVELOPMENT AND PLANNING

6.1 Policy review and development ≥ Range, clarity and appropriateness of aims and policies≥ Coherence of policies≥ Managing, evaluating and updating policies

6.2 Participation in policy and planning ≥ Active participation in policy and planning≥ Communication and consultation

6.3 Planning for improvement ≥ Developing, implementing and evaluating improvement plans≥ Structure and content of improvement plans≥ Use of management information≥ Joint improvement planning with partner organisations and services≥ Planning for sustainability

MANAGEMENT AND SUPPORT OF STAFF

RESOURCES

LEADERSHIP

7.1 Staff sufficiency, recruitment andretention

≥ Provision of staff≥ Recruitment, appointment and induction of staff≥ Care and welfare of staff≥ Recognition of achievement

7.2 Staff deployment and teamwork ≥ Appropriateness and clarity of remits≥ Deployment of staff, including partner agencies≥ Effectiveness of teamwork≥ Communication

7.3 Staff development and review ≥ Processes for staff review and support≥ Training and development≥ Joint training with staff from partner agencies

8.1 Partnerships with the community,educational establishments andagencies

≥ Clarity of purposes and aims≥ Working across agencies and disciplines≥ Staff roles in partnerships

8.2 Management of finance for learning ≥ Sufficiency of available finance and setting budgets≥ Financial procedures and controls≥ Management of budgets, including links with the education

authority/Board of Managers/Parent Committee≥ Best Value use of finance to support centre improvement

8.3 Management and use of resourcesand space for learning

≥ Accommodation, display and presentation≥ Provision of resources and equipment≥ Organisation and use of resources≥ Arrangements toensurehealthandsafety, includingsecurity

8.4 Managing information ≥ Data collection, storage and retrieval≥ Sharing information≥ Analysing, evaluating and using information

9.1 Vision, values and aims ≥ Appropriateness and coherence with corporate and communityvision, values and aims

≥ Sharing and sustaining the vision≥ Promotion of positive attitudes to social and cultural diversity

9.2 Leadership and direction ≥ Strategic planning and communication≥ Strategic deployment of resources

9.3 Developing people and partnerships ≥ Development of leadership capacity≥ Building and sustaining relationships≥ Teamwork and partnerships

9.4 Leadership of improvement andchange

≥ Support and challenge≥ Creativity, innovation and step change≥ Continuous improvement

THEQUALITY

INDICATO

RSANDILLU

STRATIO

NS

18:19

THEQUALITY

INDICATORS

ANDILLUSTRATION

S


LEVEL 5 ILLUSTRATION≥ Children in our centre make very

good progress in all aspects of theirdevelopment and learning. Children atrisk of missing out achieve and progressvery well.

≥ Our children are becoming successful,confident learners and are achievingacross a range of areas. They are ableto show responsibility and independence.With support, they contribute well to thelife of the centre and its community.

≥ The priorities set out in our improvementplan have ameasurable impact on improvingthe progress of our children’s learningand developing the work of the centre.

LEVEL 2 ILLUSTRATION≥ Our children make limited progress in key

aspects of their development and learningand from their prior achievements. Wedo not meet the needs of, and supportprogress well for, vulnerable individualsand groups.

≥ Children have limited success andachievement across a wide rangeof areas. Our children show limitedresponsibility or independence. Theytake part in the centre community buthave little involvement in the widercommunity.

≥ Although improvement planning is carriedout, it has not been used effectively toidentify or implement priorities whichimprove the experiences and progressof children.

IMPROVEMENTS IN PERFORMANCE

Themes

≥ Children’s progress

≥ Overall quality of children’s achievement

≥ Impact of the centre improvement plan

Key featuresThis indicator relates to the achievements of the centre. It relates to the children’sprogress in becoming more successful learners, confident individuals, responsiblecitizens and effective contributors. It also relates to how successfully the centre hastaken forward its vision. The application of this quality indicator should take accountof the nature of the centre, its children and its immediate context.7

1.1

7 In evaluating improvements in performance, consideration should be given to QI 5.2, QI 5.3, and QI 5.5 relating toteaching for effective learning, meeting needs and expectations and promoting achievement.

FULFILMENT OF STATUTORY DUTIES

Themes

≥ Financial performance

≥ Compliance with legislation, and responsiveness to guidance and codes of practice

Key featuresThis indicator relates to the impact of the centre’s fulfilment of statutory duties andrequirements. It focuses on the extent to which arrangements ensure Best Value,particularly use of available finance to improve and maintain provision for children.This indicator also relates to the centre’s arrangements for implementing legislationto ensure that the needs of all children are met.

1.2

LEVEL 5 ILLUSTRATION≥ Our budgetary management and financial

decisions reflect the needs of the centreand lead to clear improvements inchildren’s experiences, achievementand progress.

≥ We comply and actively engage withall relevant statutory requirements,legislation and codes of practice.8 Ourstaff, parents, and our other partners arefamiliar with what is expected in theseareas and are involved, where appropriate,in fulfilling the statutory duties.

LEVEL 2 ILLUSTRATION≥ We do not always allocate sufficient

financial resources to priority developmentswhich would improve our children’sexperiences and achievements, and thework of our centre.

≥ Our implementation of statutoryrequirements, legislation and codesof practice has some weaknesses.For example, there are cases of delayin implementing or revising relevantdocumentation, and staff are not alwaysfully aware of the implications oflegislation for them.

8 Examples include the Standards in Scotland’s Schools etc Act, the Additional Support for Learning Act, the RaceRelations Amendment Act, the Disability Discrimination Act, the Regulation of Care (Scotland) Act and the ScottishSocial Services Council Codes of Practice.


LEVEL 5 ILLUSTRATION≥ Our children enjoy and are actively involved

in learning through play. They are fullyengaged, highly motivated and interactwell during activities. In our centre,activities sustain children’s interest, helpthem make decisions, solve problemsand develop independence. Children canplan and initiate their learning experiences.They exercise choice and take increasingresponsibility for their own learning.Our children are treated with equality,fairness and respect. Almost all childrenare making very good progress andachievingwell. They have formed friendshipswith other children and are increasinglyable to cooperate with them and taketurns. Our centre uses imaginative andappropriate methods to ask childrenabout their learning. Our staff listen tochildren and act upon their views andinterests. Children feel successful andare confident, and they can contributeappropriately in our centre. They feelvalued, safe and secure.

LEVEL 2 ILLUSTRATION≥ While children are sometimes active and

involved in learning through play, theydo not always interact well or sustaininterest in their activities. Some childrenare not making appropriate progressfrom their prior levels of achievement,and are not challenged to achieve theirfull potential in some important areas.Particular groups of vulnerable childrenare not achieving well. Our childrensometimes choose activities for themselvesbut only occasionally take responsibilityfor their own learning. They rarely makedecisions, investigate and solve simpleproblems. The views of children are notconsidered and acted upon well by ourcentre. Not all children are treated withequality, fairness and respect. Childrendo not feel successful, valued or confident.

CHILDREN’S EXPERIENCES

Themes

≥ The extent to which children are motivated and actively involved in their own learning

Key featuresThis indicator relates to the quality of children’s learning experiences. It also relates tothe extent to which the views of children are sought and acted upon.9

2.1

9 Key sources of evidence will include: levels of attendance; planning and assessment documentation; children’sprofiles; personal learning plans and transition records; the extent to which the needs of all children are met;analysis of the views of children; and analysis of questionnaire responses from parents about their children andtheir satisfaction with the centre’s provision.

THE CENTRE’S SUCCESSES IN INVOLVING PARENTS, CARERSAND FAMILIES

Themes

≥ The extent to which parents, carers and families are committed to and actively involvedin the life of the centre

Key featuresThis indicator relates to the involvement of parents, carers and families in their children’slearning and development in the centre and their views on the quality of education theirchildren receive. It focuses, in particular, on their current experiences.10

2.2

LEVEL 5 ILLUSTRATION≥ Our parents play an important part in

their children’s learning and development.They are represented on our parentgroups, such as the nursery schoolcouncil or playgroup committee, andparticipate in relevant meetings and inour centre’s events. They contribute,as fully as possible, to their children’sdevelopment and learning, safety andhealth. Parents, carers and families aresatisfied with the quality of educationand care we provide. They feel valued,supported, informed and recognised asjoint partners. Our parents report that thecentre supports and encourages theirinvolvement in their children’s learning andin discussions about education and theircontributions to our centre’s improvement.Parents, in particular those with vulnerablechildren, indicate that they receive promptand carefully-considered responses totheir views and enquiries about theirchild’s learning.

LEVEL 2 ILLUSTRATION≥ Some of our parents, including those with

childrenwho have additional support needs,are not effectively supported. A numberof parents do not feel valued as partnersor that we have taken account of theirviews on the quality of education andcare provided. This is reflected in someparents’ lack of confidence in supportingtheir children’s development and learningand engaging with our centre. Attendanceat parents’ meetings is low and parentsreceive only limited information oncurriculum, learning and teaching.Our parents feel they have insufficientopportunities to engage with us todiscuss and influence their children’sdevelopment and learning. Parents feelthat they are not always able to raiseconcerns about, and that they aresometimes given insufficient informationon, their children’s progress.

10 Evidence will come from direct contacts, ongoing dialogue and appropriate documentation, surveys, questionnairesand discussions with representative groups or individuals. It will include evidence about complaints and complimentsfrom parents.


LEVEL 5 ILLUSTRATION≥ We have a clear and shared understanding

of what is involved in providing high-qualityeducation for children. We are motivatedand meaningfully engaged in improvingthe quality of education and care forour children. We are actively involvedin developing the centre’s work througheffective teamwork within our centre andwith our partner agencies.We readily engagein continuing staff and professionaldevelopment which improves children’sdevelopment and learning and theirachievements. We feel valued, consultedand supported, and that our views andskills, individually and as teams, influencehow the centre improves the quality ofits work and its impact on children. Wehave positive views on conditions of work,facilities and services, career review andstaff development opportunities. We feelsupported and able to provide high-qualityeducation.

LEVEL 2 ILLUSTRATION≥ In our centre, we do not have an agreed

view of what is involved in deliveringhigh-quality education. A significantnumber of staff have low morale. Whilesome seek involvement in developmentwork, many do not respond to consultationexercises, take part in career reviewor staff development. Managementarrangements are not challengingand supportive, and there are too fewopportunities for teamwork. We feel wehave limited involvement in meetings tosuggest ways of improving learning, andon aspects such as career review, conditionsof work and staff development.

THE ENGAGEMENT OF STAFF IN THE LIFE AND WORK OF THECENTRE

Themes

≥ The extent to which staff are committed to and actively involved in the life of the centre11

Key featuresThis indicator relates to the professional involvement and commitment of staff. It alsofocuses on the views of staff on their involvement in ensuring that children receive ahigh-quality experience of education and care.12

3.1

11 This refers to all staff in the centre. For example, it includes care staff, teachers, health specialists, therapists,nursery nurses, play assistants, psychologists and a wide range of administrative and support staff.

12 Data would include information about staff absence rates and staff turnover.

4.1 THE CENTRE’S SUCCESSES AND ENGAGING WITH THELOCAL COMMUNITY

Themes

≥ The extent to which the centre engages with the local community

Key featuresThis indicator relates to the centre’s effective engagement with the local community.It relates to the community’s views of the work of the centre and the extent to whichcommunity members and organisations feel that the centre and community engage inpartnership working.13

LEVEL 5 ILLUSTRATION≥ Members of the local community are actively

involvedwithourcentre.Weworkcollaborativelywith relevant organisations in thewidercommunity to support our children andfamilies, for example to assess children’sneeds, broaden their experiences or providetargetedsupport to reducebarriers to learning.Organisations in the community engagewithand support our centre.We respond quicklyand effectively to enquiries and complaints.Our local community, organisations, trainersandcollegesreportpositiveviewsonthequalityand impact of the serviceswe provide forfamilies and children. The community feelsthat we take account of its views on aspectssuch as our centre’s reputation, its use as acommunity resource, its responsiveness tocomplaints fromthecommunityandthe levelof community involvement in the life of ourcentre. Colleges and agencies providingtraining andwork experience feel that ourcentreprovidesverygoodsupport forstudentsonplacements.Partneragenciesandstatutoryorganisations indicate that our centre haseffective partnership arrangementswhichenrich our provision and the experiences ofour children.

LEVEL 2 ILLUSTRATION≥ Members of our community do not engage

sufficiently with our centre. Communityrepresentatives are informed about theactivities and services provided by thecentre but have insufficient opportunitiesto influence these. Organisations in thecommunity are not actively involved insupporting children and families, and thereis little use of the centre for communityactivities. Members of our local communityreport some involvement with the centrebut communitymembers feel that too littleattention is given to their concerns orsuggestions about how the centremightimprove and support our families andchildren. Some organisations feel they havelimited involvement in, and impact on, thelife of our centre. Agencies providing trainingandwork experience do not always feel thatwe support students on placementswellor use placements effectively to guide staffcareer paths. Some partner agencies andstatutory organisations feel that we couldworkmore closely with them to improve theexperiences for children and families.

13 Evidence will come from available data derived from surveys, questionnaires and discussions with communityrepresentatives, training providers (including local colleges and universities), voluntary organisations, employers, agenciesand statutory organisations.


14 Evidence will come from programmes that have origins in national or international best practice; staff who havemade major influential contributions to national developments; and anticipating demographic, economic or socialchanges and responding with the re-allocation of resources and services.

4.2 THE CENTRE’S SUCCESSES IN ENGAGING THEWIDER COMMUNITY

Themes

≥ The extent to which the centre

• encourages and supports creativity and innovation, and learns from and adoptsleading-edge practice

• influences wider policy or practice

• anticipates and responds rapidly and flexibly to change

• engages in global issues

Key featuresThis indicator focuses on the impact the centre has on the wider educational community.It deals with the culture of the centre in encouraging and supporting creativity andinnovation, and being open to new ideas, while sharing its own good practice more widelywhere it can. It is about being a centre that looks for challenge and deals well withchange. It also relates to the influence and impact of the centre on wider developments.14

LEVEL 5 ILLUSTRATION≥ Wearewell informed about, andwhere

appropriate are involvedwith, a range ofinnovative programmes, including linkswithcentres and schools in other parts of thecountry and overseas. There are examplesof leading-edge practice fromother centresand schools and countries being adoptedand adaptedwithin our centre.Wework inpartnership with other centres, agencies andorganisations. These have led to significantimprovements in education and services forour children.

≥ Weare involved in developments or workingparties with other centres, organisations, theeducation authority, or nationally, whererelevant.

≥ Our centre places an emphasis on changingits practices tomeet changing needs andensure children receive consistently highprovision.

≥ Our centre is outward looking. Weunderstand and engage with wider issuesaffecting people in other areas. We educatefor sustainability and prepare our learnersfor global citizenship.

LEVEL 2 ILLUSTRATION≥ Wedo not have a culture of encouraging

creativity or change. Our centre provideseducationwhich broadlymeets the needsof children but we are seldom innovativeand rarely learn fromgood centres orfromabroad.

≥ Few of our staff are involved in committeesor advisory groups beyond our centre. Ourcentremakes little impact beyond our ownlocality.

≥ We respond too cautiously to change.Wedo not always respond proactively to thechanging needs of our children.

≥ While we have some understanding ofissues beyond our community, we do notconsistently prepare our children for globalcitizenship.

LEVEL 5 ILLUSTRATION≥ Our curriculum has a clear rationale

based on shared values. It starts fromthe needs of the individual child. It isdesigned to enable all children to makeprogress in the key aspects of theirlearning and development. It promoteschallenge, enjoyment, personalisationand choice in learning. It has breadth,balance, depth and sufficient flexibility tomeet the needs of individuals, includingthose with additional support needs. Thecurriculum takes full account of localand national advice and leaves scopefor staff to introduce well-consideredinnovations, and for children to followtheir interests. The curriculum is basedfirmly on play and active learning.

≥ We develop and refresh our curriculumon a regular basis, involving all staff inthe process and taking account of theviews of our children and parents. Wereflect as a staff on the curriculum weprovide and improve the range and qualityof experiences for all children, theimpact of these experiences on childrenand the outcomes which they achieve.

≥ Our programmes are stimulating,challenging and enjoyable. We respondto and meet the needs and interests ofindividual children. Our curriculumsupports progression within and linksbetween areas of learning, and promotesprogress in wider achievements very well.

≥ We provide very effective support to ourchildren when they have a split placementwith our centre and another, and intransition from home to pre-school.We pay very good attention to continuousprogression in children’s learning,including how they learn, during the keytransition stages of pre-school to P1.

THE CURRICULUM

Themes

≥ The rationale and design of the curriculum15

≥ The development of the curriculum

≥ Programmes

≥ Transitions16

Key featuresThis indicator relates to the ways that curriculum areas, the life of the centre as acommunity and opportunities for personal achievement develop children’s capacities assuccessful learners, confident individuals, responsible citizens and effective contributors.It focuses on the quality of the curriculum across stages and key transition points inchildren’s learning, and the need for exciting, active learning through play. It highlightsthe need for the curriculum to be dynamic, to take account of professional experiencesof innovation and to be flexible to meet the needs and interests of all children.

5.1

15 Reference can be made to the Curriculum Framework for Children 3-5 and A Curriculum for Excellence whenreviewing and developing programmes and activities.

16 Reference should be made to QI 5.8: Care, welfare and development.


LEVEL 2 ILLUSTRATION≥ Our curriculum design lacks breadth

and balance across its key elements insome important respects. It does notfully reflect the needs or interests of theindividual child. There is not enoughscope for flexibility or innovation andlimited consideration is given to nationaland local guidance. There are weaknessesin some curriculum areas and the needsof some of our children are not well met.Our children experience insufficientopportunities to be active in theirlearning within the context of play.The curriculum is driven too muchby resources for activities.

≥ We have not updated our curriculumwell in response to changing needs oradapted it sufficiently to meet the needsof our learners. We do not consistentlyinvolve all staff, parents and children inreviewing and improving the quality ofexperiences for our children.

≥ The curriculum has weaknessesin supporting children to fulfil theirpotential. Some of our programmesare insufficiently challenging andstimulating.

≥ We do not give sufficient emphasis toensuring progression in learning for ourchildren or continuity in how they learnduring key transition stages.

LEVEL 5 ILLUSTRATION≥ We use a wide range of learning

environments and teaching approacheswhich are challenging, enjoyable andinclude creative and imaginative playactivities. They start from, and are wellmatched to, the needs of individualchildren. They sustain their motivationand engagement and build on theirprevious learning. We work directly withour children to develop their independentlearning skills. Play activities involvethem with others in making decisions,investigating and solving problems. Thepace of learning enables all children tomake appropriate progress. We makeeffective use of ICT during learning andteaching.

≥ Our children enjoy their learningexperiences. Our interactions withthem show we have a comprehensiveunderstanding of children’s learning anddevelopment. They are very well judgedto increase the complexity of children’splay. We understand and developchildren’s motivation and build on this tosustain their purposeful involvement inplay. Our relationships with children are

consistently friendly and trusting and weuse praise effectively to promote learning.We observe children closely to decidewhether intervention is required and useinformation about their progress to planfuture learning.

≥ Our teaching fully involves children andencourages them to express their viewsand ask questions. Our questioning isskilled and we ensure children have timeto think and reflect before responding.We value children’s responses anddevelop their answers fully to extendlearning and encourage effectivecontributions. We consistently promotecuriosity, independence and confidencein children.

≥ We make sound judgements aboutchildren’s progress and respond quicklyto ensure that activities and experiencesmeet the needs of individual children.We take full account of children’s variedpatterns of attendance at our centre andensure play and care routines are verywell coordinated to take full account oftheir individual needs.

TEACHING FOR EFFECTIVE LEARNING

Themes

≥ The learning climate and teaching approaches

≥ Staff-child interaction, including children’s engagement

≥ Clarity and purposefulness of dialogue

≥ Judgements made in the course of teaching

Key featuresThis indicator relates to the quality of teaching for effective learning in the context of apositive climate and range of experiences that promote active learning and help childrento think about their experiences. It highlights the need for a varied, flexible and responsiverange of approaches to ensure teaching is motivating and relevant to children’s needs.It focuses also on the use of staff interaction with children to form sound judgements ofhow teaching should be directed to meet children’s needs. The indicator recognises theimportance of information and communications technology (ICT) in enriching teachingand supporting and motivating children.

5.2


LEVEL 2 ILLUSTRATION≥ Our teaching approaches are limited

and lack stimulation and creativity anddo not take full account of individualneeds of children. Activities are notsufficiently challenging or relevant. Weare not always consistent in our approachto sustaining children’s interest andengagement in their play experiences.We make limited links with children’sprevious development and learning. Ourchildren’s activities are overly directed byadults and do not develop independenceand confidence sufficiently. Few activitiesbuild on and extend children’s previousexperiences or support progress. Theyare not well matched to the needs andstages of development of the children.We do not make effective use of ICT inlearning and teaching.

≥ Our interaction with children does notalways increase the complexity of play.Although we support children in theirlearning, often we intervene too earlyin their play, reducing opportunities forchildren to develop their ideas. We donot always offer appropriate assistanceduring challenging activities. We are

knowledgeable about the children forwhom we have responsibility but ourawareness of child development is notof sufficient depth to promote progressin learning.

≥ Our staff questioning does not supportthe development of children’s thinkingand is too adult led. We listen to children’sresponses, but do not build on themsufficiently well to encourage them tobe effective contributors.

≥ Our judgements about children’sprogress in their development andlearning are sometimes based onlimited understanding of how to interacteffectively to extend children’s learningand this hinders us in respondingappropriately to individual needs,interests and circumstances.

LEVEL 5 ILLUSTRATION≥ We place meeting the learning and

development needs of children at thecentre of our work. We match learningactivities and resources, including naturalmaterials, to the age, needs and abilitiesof individual children. Our approaches todevelopment and learning are relevantand challenging and take full accountof children’s experiences, interests andindividual ways of learning. Our childrenare able to make choices, follow theirinterests and are absorbed in their play.Our programmes are flexible to enableindividuals to progress at their own pace.We make effective use of resources tosupport children’s learning and meet awide range of learning and teaching styles.

≥ We identify at an early stage, reviewand evaluate children’s needs, includingthose whose needs are significantlydifferent from their peers. We fullyinvolve parents and carers and partnerservices in the process. We organiseregular and helpful support to allow ourchildren to participate fully in all aspectsof their development and learning.

≥ Our centre staff, learning support staff,partner agencies and parents haveregular opportunities for discussionto ensure any factors which may hinderlearning are promptly identified andaddressed. We are responsive to thediffering learning needs of children andare sensitive to individual circumstances.We have a clear understanding of ourroles and provide effective learningexperiences to help our children makesteady progress. Learning support staffand partner agencies in our centreprovide valuable support and adviceto staff and parents on ways of meetingindividual children’s learning needs.We have realistically high expectationsof all children.

≥ We implement effectively currentlegislation and advice relating to childrenrequiring additional support for theirlearning. Individualised educationalprogrammes and coordinated supportplans contain appropriate targets forour children. We place a high value onparents’ contributions in reviewing theirchildren’s needs and learning plans.

MEETING LEARNING NEEDS

Themes

≥ Learning opportunities, tasks, activities and resources

≥ Identification of learning needs

≥ The roles of staff

≥ Meeting and implementing the requirements of legislation

Key featuresThis indicator relates to the centre’s arrangements for meeting the needs of all children,including potentially vulnerable groups, and addressing barriers to learning. This includesidentifying the needs of, and providing support and challenge for, groups and individualswho may have additional support needs such as: looked after, and looked after andaccommodated children; children with irregular attendance caused by illness, familycircumstances or respite care; those with English as an additional language; refugeesand Gypsy/Traveller children; and more able children.

5.3


LEVEL 2 ILLUSTRATION≥ We match some activities and resources

to the needs of individual children, althoughwe do not always build sufficiently ontheir prior learning and support themin achieving next steps in learning in allareas of the curriculum. Our childrenhave limited opportunities to selectresources independently and followtheir interests.

≥ We take steps to identify learning needsbut observations of children at play andarrangements to track children’s progressare not well developed. We do not alwayswork closely enough with children,parents and appropriate agencies toidentify the needs of children who mayrequire additional support for theirlearning. Our parents and carers are notfully involved in the process to identifyspecific learning targets for their child.

≥ When we plan the learning activities forall children, we give insufficient attentionto factors such as learning environment,family circumstances, health or disability,or social and emotional factors whichmay hinder learning. We are unclear ofour roles and how to support children’slearning and developmental needs. Thosewith leadership responsibilities andlearning support staff in our centre donot offer sufficient support and advice tostaff on ways to meet children’s needs.

≥ We are not fully aware, and do notmake good use, of current legislationand advice relating to children requiringadditional support for their learning.Records of children’s progress do notaccurately reflect their needs and are notregularly reviewed. There is insufficientinvolvement of parents, children andoutside agencies in the process.

LEVEL 5 ILLUSTRATION≥ Our staff use an appropriate range

of assessment methods, includingobservation and high-quality interactionwith children. We monitor the supportand intervention individuals and groupsrequire. At least one member of staffknows the whole child very well.

≥ We plan high-quality learning experiencesusing our understanding of children’slearning and development and of thelearning outcomes. We know and respondto individual needs and interests andare clear about what we expect childrento learn. We build on and extendappropriately children’s previous learning.

≥ We make effective use of assessmentinformation to evaluate learning andteaching and to improve our practice.We observe children closely at play, tracktheir progress and use the informationto plan their future learning and decidewhether intervention is helpful. We seekand use information on children’sdevelopment from parents and, whereappropriate, support agencies. Our childrenplay an active role in their learning andare involved in evaluating their learningand progress.

≥ We have manageable arrangementsfor record keeping which support usto track and record children’s progressand report to parents. Parents receiveregular and up-to-date information,including written reports on their children’sprogress across the curriculum. Our staffshare individual profiles regularly withparents. Children contribute informationto these profiles and have a sense ofownership of them.

ASSESSMENT FOR LEARNING

Themes

≥ Assessment approaches

≥ Planning learning experiences and activities

≥ Use of assessment information to identify and plan future learning

≥ Arrangements for recording and reporting

Key featuresThis indicator relates to the engagement of staff, children and parents in sharing andusing a range of assessment information to improve learning and development, and toreflect on the quality of teaching. It focuses on assessment as an integral part of thelearning and teaching and planning high quality learning activities for all children.It highlights the need for children, parents, staff and other appropriate agencies to worktogether to develop learning outcomes. It also relates to the accountability of staff for theappropriate progress for all children.

5.4


LEVEL 2 ILLUSTRATION≥ We assess children’s progress but often

use only a narrow range of approaches.We do not respond actively or providequality feedback to children in ourinteractions with them.

≥ When planning learning experiencesfor children, we make insufficient use ofinformation from parents, specialists, orsupport for learning staff to decide whatsupport or intervention is required. We donot take full account of children’s learningand development or the pace of theirprogress.

≥ We spend time collecting assessmentinformation but do not use it effectively.It is rarely used to evaluate learning andteaching or shared openly and discussedconstructively amongst staff, includingthose from other agencies, or withchildren. Our children do not alwaysreceive feedback on their learning.

≥ We inform parents about their child’sprogress but assessment methods andterminology are not explained clearly.Written reports lack relevant detail andrecord progress in only some aspects oflearning. Our children and parents arenot encouraged to contribute to, orcomment on, reports.

LEVEL 5 ILLUSTRATION≥ We all have consistently high expectations

of children’s achievement and behaviour,and share these with children and parents.We use praise appropriately to motivatechildren and promote independence andcooperation through use of a variety ofsuitable strategies.

≥ Our children have high expectations ofthemselves and others. They have a senseof achievement and progress, and enjoyappropriate opportunities to exerciseresponsibilities. Their work is displayedwell around the playroom and centre.

≥ We provide a stimulating and motivatinglearning environment and have highexpectations for achievement. We havewell-planned opportunities for childrento experience worthwhile achievement.Our children’s high aspirations show inan enthusiastic approach to playroomactivities, progress and achievements.Their high levels of motivation and depthof engagement demonstrate a positiveattitude to learning. We celebratechildren’s achievements regularlywithin the centre and with family andthe community.

≥ Relationships throughout the centre arewarmand positive and founded on a climateofmutual respect and trust. The atmospherein our playrooms is relaxed and purposeful.Children are well behaved and arelearning consideration for others.

EXPECTATIONS AND PROMOTING ACHIEVEMENT

Themes

≥ Staff expectations and use of praise

≥ Children’s expectations and sense of achievement

≥ Promoting and sustaining an ethos of achievement

≥ Staff-child relationships

Key featuresThis indicator relates to expectations of staff and children, and the extent to whichthe centre promotes an ethos of achievement for all children. It focuses on settingchallenging but realistic expectations for children and on praising and celebratingachievement. It highlights an ethos of endeavour and success within which there ismutual respect between staff and children.

5.5


LEVEL 2 ILLUSTRATION≥ Our expectations of children’s achievement

and behaviour are sometimes too low.We use praise to support children butthis is not always consistent in motivatingchildren and not always successful insupporting positive behaviour in children.

≥ Too many of our children under estimatewhat they can do. Some have low selfesteem and little confidence in theirability to achieve or to take responsibility.

≥ The environment we provide is sometimesuninspiring. Our children show only alimited interest in the activities and havedifficulty in concentrating. Not all staffpromote an ethos of achievementthroughout the centre, and insufficientattention is given to planning, recognisingor sharing children’s achievements.

≥ Relationships between staff and childrenare not always founded on mutual respector an understanding of working alongsidechildren. Some of our staff do not alwaysengage fully with children in their play,and play is not always purposeful.

LEVEL 5 ILLUSTRATION≥ In our centre, we welcome all children and

families. Effective working relationshipsbetween staff and partner services ensurethat their needs are reviewed, evaluatedandmet. We assist families who experiencedifficulties in accessing support services.Our centre removes barriers todevelopment and learning and ensuresthat children and their parents areincluded fully in all aspects of the lifeof the centre. Our parents are enabledto participate as equal partners in theirchild’s care and education. We maintaina clear focus on vulnerable children.

≥ We promote equality of opportunity, anda sense of fairness is strongly evident inthe centre’s work. Diversity is recognised,valued and promoted in our centre andits community whilst stressing what isshared in our values and experiences.Issues about equality and fairness toothers are discussed openly and sensitivelyamong our children and staff.

≥ Our children, parents, and staff aretreated equally, with respect and in a fairand just manner. Culture and language,disability, gender, race, religion, sexualorientation and additional support needsdo not become barriers to participationand achievement. Our children feelconfident and know who to tell if theyare treated unfairly. Everyone in ourcentre feels valued, safe and secure.

EQUALITY AND FAIRNESS

Themes

≥ Approaches to inclusion

≥ Promoting equality and fairness

≥ Ensuring equality and fairness

Key featuresThis indicator relates to the steps taken by the centre to promote and ensure a strongsense of equality and fairness through the curriculum and across all aspects of its work.It focuses on the roles undertaken by staff in the centre to ensure that all children areincluded in the life of the centre and that diversity in the centre and beyond is valued.17

5.6

17 When applying this indicator, centres should use information about the achievements and progress of differentgroups of learners such as: boys and girls; children of different ethnic groups; refugees; Gypsy/Traveller children;looked after children; children for whom English is an additional language; children with disabilities; those withirregular attendance caused by illness, family circumstances or respite care.


LEVEL 2 ILLUSTRATION≥ Not all children and parents feel they

are welcome or involved in the centre.Our centre has not been fully successfulin removing barriers to learning. Ourstaff work with partner services but notalways closely enough to ensure that allchildren’s needs are met.

≥ Equality of opportunity and a sense offairness do not feature significantly inthe work of our centre. Diversity issuesare generally ignored or undervalued.Limited attention is given to preparingour children to promote equality andfairness in their future lives in society.

≥ It is assumed that our children, parents,and staff are treated fairly and respectfullybut few steps are taken to ensure this. Somegroups of children are under-representedin activities. There is a variation in theapproaches adopted by our staff to equalityand fairness issues. Our children are notalways supported in recognising andresponding to unfairness.

LEVEL 5 ILLUSTRATION≥ We have a welcoming centre and actively

encourage all parents to participate inthe life of the centre. We support parentrepresentation on formal committeesor councils. Parental support andinvolvement is planned and purposeful.It leads to productive partnership withour parents and participation in theirchildren’s learning. Our staff are skilful inworking alongside parents and welcomethem, where appropriate, in workingalongside us in the centre. We supportparents well in understanding and takingan active part in discussions about theirchildren’s progress and ways of workingtogether on their next steps in learning.We meet parents at times mostconvenient to them where possible.

≥ There is high-quality communication andconsultation with our parents on aspectssuch as the quality of care and educationprovided in our centre and the way thecentre is run. Parents are involved indecisions about the future work ofour centre. We have clear complaintsprocedures and parents understand how

to use them. We have effectivearrangements to meet the varyingneeds of parents such as those whoneed interpreting or translation servicesor have restricted mobility.

≥ We report annually to our parents,children and partners on success inmeeting our improvement prioritiesand achieving key outcomes. We provideclear information on all aspects of ourwork. Reports on the quality of thecentre give accurate evaluations of keyaspects and identify strengths and areasfor improvement.

PARTNERSHIPS WITH CHILDREN AND PARENTS

Themes

≥ Engaging parents in their children’s learning and the life of the centre

≥ Consulting and communicating with children and parents

≥ Dialogue with children and parents about the work of the centre

Key featuresThis indicator relates to the centre’s partnerships with all parents, carers and familiesin the work of the centre and its impact on children’s learning and progress. It highlightsthe way the centre values all parents and their contribution to supporting learning asfundamental to successful two-way partnerships. It focuses on the centre’s work inpromoting parental involvement in their children’s learning, seeking and acting onparents’ views and informing them about the centre’s work.

5.7


LEVEL 2 ILLUSTRATION≥ We accept the help parents offer but do

not actively involve them in a planned orpurposeful way. Parents are not wellrepresented on groups such as theplaygroup committee or parent council.Our parents are encouraged to be involvedin their children’s learning, for examplethrough home link initiatives, but aregiven insufficient guidance on how tosupport their children. Few steps aretaken to enable all our parents toparticipate in their children’s care andeducation. Some of our staff lack skillsin working with parents in the processesof developing their child’s learning.Our arrangements for parents to visitthe centre or meet with staff are notsufficiently flexible.

≥ Methods for communicating with parentsare limited and do not encourage themto give their views or suggest ways ofimproving our centre’s provision. Littleaccount is taken of the range of needsof parents, such as those with Englishas an additional language. Parents areunclear how to raise issues with us orabout arrangements to make complaints.

≥ We report to our parents and partners onachievements and areas for developmentin a number of aspects of our work.However, the information is of limitedvalue to our parents through, for example,poor presentation, lack of clarity andlack of detail about important aspectsof the work of the service.

LEVEL 5 ILLUSTRATION≥ Our policies and procedures for pastoral

care and welfare are clear, appropriate andimplemented by all staff. We understandour roles and responsibilities and takecare to ensure our children’s health,safety and general wellbeing. We havebeen trained in, understand and implementchild protection procedures. The needsand concerns of our children and theirfamilies are dealt with sensitively andeffectively. We emphasise healthy livingand health promotion across the centre.

≥ We are very aware of children’semotional, personal, social and physicalneeds, and promote their developmentacross the curriculum and in all ourwork. Our children’s achievements arerecognised and valued and friendshipsare encouraged and supported. They arecomforted if they are upset. They haveopportunities to care for others and todevelop citizenship skills. Our childrentake part in decisions about, and areactively involved in, the life and work ofour centre. There is a climate of trust,respect and confidence. Our childrenand their families are supported by

all staff and specialists from partnerservices. We have an effective system inplace to ensure the continuity of care forour children, including effective liaisonwith parents and other centres or servicesthe child attends. Our staff take accountof parents’ preferences and reflect familiarcare routines at home. We carefullysupport our children and families whenthere are changes in staffing, particularlywith key workers. Children who attend fullday provision have suitable opportunitiesto rest and to enjoy a balanced and healthydiet. They have regular access to freshair and engage in energetic activities.

≥ Our children are encouraged to makechoices in their education and care.Families are consulted and supportedin making choices about their child’seducation and care.

CARE, WELFARE AND DEVELOPMENT

Themes

≥ Arrangements for ensuring the care, welfare and child protection

≥ Approaches to and provision for meeting the emotional, personal, social and physicalneeds of children, including continuity of care and care routines

≥ Choices about education and care

Key featuresThis indicator relates to the centre’s arrangements for meeting children’s emotional,physical, health and social needs. It focuses on the centre’s procedures for ensuringthat children feel safe and on the provision of appropriate programmes to ensure theiremotional, personal and social development. It highlights the need for advice which willenable parents and children to make informed choices.

5.8


LEVEL 2 ILLUSTRATION≥ Our policies omit some aspects of care

and welfare or are not fully implemented.Someof our staff have limited understandingof their roles in child protection orprocedures to be followed, and needfurther training. While staff supportchildren’s needs, they sometimesneglect to take account of children’srights, confidentiality, dignity and privacy.

≥ A limited range of approaches andprogrammes is used to develop children’semotional, personal and social skills.There are few opportunities to recogniseachievement or to develop an awarenessof citizenship. Our children are notalways encouraged in their friendshipswith others. Our approaches to creatinga climate of mutual trust, respect andconfidence are not fully effective. Thereare examples of a lack of sensitivityto children’s background informationand in responses to emotional needs.Care routines are not fully effective insupporting our children’s emotional andphysical needs. Insufficient attention isgiven to continuity of children’s care. Wedo not always take account of children’s

care routines at home or children’sexperiences in other services or centres.Liaison with other services and supportagencies is not well established. Ourcommunicationwith families about changesin provision is inadequate and somestaff lack skill in interacting with, and insupporting, our parents through change.

≥ Opportunities for our children to makechoices in their education and care arelimited. Our parents have too fewopportunities to influence their child’seducation and care and to make choices.

LEVEL 5 ILLUSTRATION≥ As individuals and with colleagues,

we evaluate our own work as reflectivepractitioners and make improvements,for example in playroom activities or theorganisation of our programmes for thecurriculum. We work together to evaluateprovision in order to secure continuousimprovement, including major changeswhere this is needed. We have veryeffective systems to gather the viewsof our staff, parents, children and othersabout the quality of our work. Our vision,values and aims are used as the basisfor reviewing our work.

≥ Our self-evaluation focuses on keyaspects of our children’s successes,achievements and wellbeing. It draws ona wide range of evidence and is rigorous,systematic and transparent. We reflecton current practice and evaluate any newinitiatives or changes we have introduced.We use accreditation schemes, whereappropriate, as a sound basis forimprovement. Strengths and areasfor improvement are clearly identified.We share good practice.

≥ In our centre, self-evaluation is used togauge progress and improvement and wecan show clear evidence of improvementbased on our cycle of self-evaluation.We focus particularly on continuingimprovements to learning and teachingand the achievement of all our children.

IMPROVEMENT THROUGH SELF-EVALUATION

Themes

≥ Commitment to self-evaluation

≥ Management of self-evaluation

≥ Centre improvement

Key featuresThis indicator relates to the centre’s arrangements for improvement through self-evaluationand commitment to this. It highlights the importance of gathering and responding to theviews of all parents, children and other interested parties and involving them. It focuseson the extent to which a centre knows itself well and improves the successes andachievements of children, and makes improvements in the life and work of the centre.

5.9


LEVEL 2 ILLUSTRATION≥ In our centre, self-evaluation is regarded

largely as the responsibility of seniormanagers and does not significantlyinvolve all staff, children or parents.Self-evaluation lacks rigour, does notfocus on our children’s experiences andachievements, and rarely leads to actionfor improvement.

≥ While our promoted staff evaluateaspects of provision, they use a limitedrange of methods which do not alwaysfocus on children’s achievements andwellbeing or clearly identify strengthsand areas for improvement. Our viewson strengths and areas for improvementlack rigour. We are unable to demonstratethe impact initiatives are having on children.

≥ Self-evaluation has little impact onimproving learning, teaching andachievements for all children. Relatedevidence does not always provide keymanagement information and is notused well to evaluate progress andplan improvement.

LEVEL 5 ILLUSTRATION≥ Staff and parents share, and are

committed to, our centre’s aims andvalues which are shared with ourchildren. Our policies put children first.They provide guidance, take account oflocal and national priorities and complywith relevant legislation. They areconsistent with aims and policies of theeducation authority or governing bodyand with national policies. They provideclear and concise guidance whichimproves practice in our centre and has apositive impact on children’s experiences.

≥ Our centre’s policies are directed atmeeting children’s needs and reducingbarriers to learning. Our working linkswith partnership initiatives are clearlyindicated in our policies and are evidentin practice.

≥ Staff and parents are actively involvedin the development and review of ourpolicies and the impact the policies havein the work of the centre. We keep thesepolicies updated to reflect currentlegislation requirements, especially inrisk assessment and the care, welfareand protection of children.18

LEVEL 2 ILLUSTRATION≥ The links between our aims and policies

are not always evident to parents. Ourpolicies do not always give clear andconcise guidance for staff, parents andother stakeholders to help consistentpractice and delivery. Our aims haveinsufficient focus on providing high-qualitylearning experiences and enabling allchildren to achieve the highest standards.

≥ Our centre’s policies have a limitedimpact on the work of our centre andare not sufficiently directed at meetingchildren’s learning needs and reducingbarriers to learning. Our contribution topartnership working is not well definedand has insufficient impact on improvingoutcomes for all children.

≥ We do not review and amend policiesregularly enough. Many of our policieshave not been updated to reflect currentlegislation requirements, our centre’schanging circumstances or national andlocal priorities. We have only limitedengagement with interested parties inthe formation and review of policies toensure they guide practice which leadsto improved outcomes for children.

POLICY REVIEW AND DEVELOPMENT

Themes

≥ Range, clarity and appropriateness of aims and policies

≥ Coherence of policies

≥ Managing, evaluating and updating policies

Key featuresPolicies are about action. This indicator relates to the need for clearly stated policieswhich reflect local and national priorities, provide clear direction for the work of thecentre and improve provision. It highlights the key role of all stakeholders in ensuring thatpolicies promote coherence in our work with other staff and partners. It focuses on theextent to which policies reflect the centre’s vision, values and aims and highlights theneed for effective systems to keep policies up to date so that they guide practice whichleads to improved outcomes for children.

6.1

18 In evaluating this QI, due attention should be paid to evaluations of QIs within Key Areas 1 to 4.


PARTICIPATION IN POLICY AND PLANNING

Themes

≥ Active participation in policy and planning

≥ Communication and consultation

Key featuresThis indicator relates to the involvement of all interested parties (including staff, children,parents, members of the wider community and partner agencies) in policy developmentand the work of the centre more generally. It highlights the importance of keeping allinterested parties well informed about the centre’s work and development, and ofconsulting them on action for improvement.

6.2

LEVEL 5 ILLUSTRATION≥ We use the views of all involved in our

centre’s work to inform the development,evaluation and review of our policies inorder to secure improvements for ourchildren. Our senior managers activelyinvolve parents and staff in the work ofthe centre, for example in meetings,parent groups and working groups.

≥ We are committed to communicating andconsulting with our children, parents,staff, and all interested stakeholders. Weinteract regularly with an appropriaterange of consultative groups, and haveclear policy guidelines for communicationand providing feedback to all stakeholders.Staff, children, parents and partners areconfident in contributing ideas, expressingconcerns and making suggestions.

LEVEL 2 ILLUSTRATION≥ We have in place few structures, such

as meetings, working groups and otherforums, to support and encourage theparticipation of our children, parentsand staff in taking forward the workof our centre. Some key groups ofstakeholders are not sufficiently involvedin developing our centre’s policies in apurposeful way. Our children’s views areconsidered but not always acted on whenit would be appropriate to do so. Ourstakeholders do not always feel ownershipof, or commitment to, centre policies.

≥ We provide parents and staff withinformation about our work and progressbut the information is not always clear,comprehensive or up to date. We use alimited range of communication methods.We have no structure for systematicallyconsulting with the various groups ofstakeholders and give little feedbackwhere consultation takes place.

LEVEL 5 ILLUSTRATION≥ We have a clear and well-understood

cycle for improvement planning. Weinvolve our stakeholders at an earlystage to shape our plans. Our staff arecommitted to developing the improvementplan and to implementing it. We rigorouslyevaluate the impact of the plan onimproving outcomes for all our childrenand families.

≥ Our centre improvement plan fullyreflects the centre’s circumstancesalong with local and national prioritiesand is presented in a way which makesit accessible to the full range of ourstakeholders. The plan sets achievablebut challenging targets and clearlyindicates how developments will beresourced, who will be responsible,when they will be implemented, theirimpact on children and how successwill be evaluated.

≥ In producing our improvement plan, wemake effective use of information fromself-evaluation and career review anddevelopment. In particular, we draw onevidence from monitoring the quality ofteaching and children’s experiences andon evidence relating to children’sdevelopment and progress andachievements.

≥ Our commitment to joint planning withpartner organisations and services isevident in the use of integrated workingto achieve improvement objectives. Ourpartners are fully involved in planning toensure that children are safe, healthyand well cared for, and they achieve totheir fullest potential.

≥ We take careful account of issues ofcontinuity and sustainability of planningimprovements.

PLANNING FOR IMPROVEMENT

Themes

≥ Developing, implementing and evaluating improvement plans

≥ Structure and content of improvement plans

≥ Use of management information

≥ Joint improvement planning with partner organisations and services

≥ Planning for sustainability

Key featuresThis indicator relates to the impact of the centre’s arrangements for planning forimprovement. It focuses on the centre’s procedures for implementing plans andevaluating their outcomes for all children and their families. It highlights the need fora clear, concise structure based firmly on information from self-evaluation. It relatesto inter-agency planning and implementation to secure improvements which will bringbenefit over the longer term.

6.3


LEVEL 2 ILLUSTRATION≥ We engage in improvement planning but

it is not always well managed to focuson improving the quality of learning andmaximising children’s achievements.We undertake some evaluation ofimprovement plans but this rarelyextends to consideration of the directbenefits for children. Although many ofour staff are involved in the planningprocess, a number lack commitment toimplementation.

≥ The structure and presentation of ourimprovement plan is not clear or helpfulas a working document. There are toomany or too few improvement objectivesand these are not always focused onkey priorities for the centre. We areunclear how we will evaluate thesuccess of our plans.

≥ Our planning process is not well foundedon management information derivedfrom quality assurance, or analysis ofrelevant information, including a focuson children’s experiences. This resultsin the omission from the plan of keypriorities for improvement.

≥ We work to some extent with associatedschools and centres, professional groupsand support agencies to identify prioritiesand engage in joint planning. There is alack of clarity about areas for joint actionand roles and responsibilities inimplementing the plan.

≥ Our improvement planning givesinsufficient attention to ensuring thelong-term viability of projects.

LEVEL 5 ILLUSTRATION≥ We have sufficient skilled and qualified

members of staff19 and support fromspecialist services to provide anappropriately high-quality curriculumfor all children, including those withadditional support needs. We have accessto appropriately and well-qualifiedsupply staff and ensure their effectivedeployment and support.

≥ Our centre has effective, safe andtransparent recruitment procedures.When appointing staff we give dueregard to qualifications and skills,aptitudes and experience needed foreach post. We have effective inductionprocedures for all new staff, includingsupply and other temporary staff. Weoperate an effective equal opportunitiespolicy in the recruitment and support ofour staff. We systematically address andmonitor issues of equality and fairnessincluding race, religion, ethnicity,disability and gender.

≥ We have clear procedures for setting thestandards of conduct, care and welfarewhich all staff can expect and which areexpected of them. Our staff know theirresponsibilities and rights and relevantprofessional codes of practice.

≥ We recognise and celebrate ourachievements and support staff to giveof their best. Those with leadershipresponsibilities regularly communicatestaff successes and highlight best practice.

STAFF SUFFICIENCY, RECRUITMENT AND RETENTION

Themes

≥ Provision of staff

≥ Recruitment, appointment and induction of staff

≥ Care and welfare of staff

≥ Recognition of achievement

Key featuresThis indicator relates to the provision and recruitment of staff and the effectiveness of thearrangements to ensure their care and welfare and readiness to do the job. It focuses ontransparency and equality and fairness in allocating staff to posts, and on the extent towhich staff successes are recognised and celebrated in the centre.

7.1

19 Pre-school staff will want to refer to the Scottish Social Services Council conditions for registration.


LEVEL 2 ILLUSTRATION≥ Our range of staff expertise enables

broad coverage of the curriculum butthere are gaps in some areas of skillsuch as additional support for learningfor children who need it. We do not makebest use of the expertise of staff frompartner agencies and other organisations.

≥ Our recruitment procedures generallyoperate well but could be better plannedand more proactive. Our staff inductionprocedures are not always sufficientlycustomised to ensure that staff are wellprepared for their roles. Parent helpers,visiting or supply staff are sometimesunfamiliar with basic organisationalprocedures. We are committed toequality and fairness in recruitment butdo not always systematically monitor thatthese principles have been implemented.

≥ Our policies for setting standards ofconduct and care and welfare for staffare sometimes unclear or inconsistent.Some staff are unsure of theirresponsibilities and rights and relevantprofessional codes of practice and areunclear what they can expect or what isexpected of them.

≥ Staff sometimes feel that those withleadership responsibilities do not valuetheir achievements and that we do nothave an ethos of recognising success.We have little formal or public recognitionof staff successes.

LEVEL 5 ILLUSTRATION≥ Staff, including those from partner

services, have clear job descriptions andremits focused on the needs of learners.Staff are empowered, challenged andsupported. Team members have clearresponsibilities, for example for an areaof the playroom or as a keyworker fora group of children, and their workis monitored and evaluated. Seniormanagers evaluate overall performance.

≥ We deploy staff effectively and theirduties are defined and understood. Staffwork alongside children and contributeeffectively to their development andlearning. Managers deploy support andancillary staff effectively to complementthose staff working directly with childrenand allow them to focus on teachingand learning and promoting high-qualityplay experiences.

≥ We have established a collaborative andcollegiate approach to our work. An ethosof team working and professionalengagement is evident within our centre.We work well with learning support staffand visiting specialists. Managers ensureeffective liaison between staff and otherprofessionals involved with the careand education of individual children,including the release of time for effectiveconsultation.

≥ Lines of communication andaccountability for staff are clear. Our staffare aware of how to raise concerns andmake constructive suggestions. We alltake responsibility for communicating,consulting and sharing information withstaff in our centre and those from otheragencies. Those with leadershipresponsibilities are responsive, visibleand accessible.

STAFF DEPLOYMENT AND TEAMWORK

Themes

≥ Appropriateness and clarity of remits

≥ Deployment of staff, including partner agencies

≥ Effectiveness of teamwork

≥ Communication

Key featuresThis indicator relates to the effectiveness of individual and team contributions. It alsofocuses on the extent to which staff are empowered to give of their best and their work isdirected towards improving outcomes for children. It highlights the processes involved ineffective team working.

7.2


LEVEL 2 ILLUSTRATION≥ The roles and responsibilities of staff are

not always clearly understood and someremits are not well focused on the needsof learners. Involvement in teamworkvaries in quality and not all staffcontribute fully to the work of the centre.

≥ Deployment of staff does not alwaysmake best use of their skills and doesnot always match children’s needs. Staffdo not always understand the roles ofvisiting or learning support staff. Seniormanagers sometimes spend time onroutine tasks which could be undertakenby others.

≥ Deployment of visiting or learningsupport staff does not always matchour children’s needs.

≥ Our staff do not communicate andconsult with each other sufficiently tosupport individual children. Opportunitiesfor effective communication andconsultation between staff and managersare limited. Not all managers are seenby staff as accessible and approachable.

LEVEL 5 ILLUSTRATION≥ The staff review process in our centre

meets best practice and, where appropriate,what is set out in local and nationalguidelines. It identifies the strengthsand skills of all staff and meets theirdevelopment needs. We have a clear andwell-supported framework of continuingprofessional development and review forall staff deployed in our centre. Informationfrom staff review and other sourcesinforms staff development activities andsupports continuous improvement.

≥ We take responsibility for identifying theaims and priorities for our own professionaldevelopment. Staff development is wellplanned, matched to identified needs anddraws on local and national expertise.Staff development includes relevantnational and local training, workshadowing, and peer coaching andmentoring. We follow up and evaluateimpact, and the findings are used toinfluence future planning.

≥ Our staff come together to share newknowledge and skills gained and toengage in joint staff development oncommon priorities and practices. Jointstaff development for our centre staff andpartner service staff leads to recognisableimprovements in the arrangements forsupporting children and their families.

STAFF DEVELOPMENT AND REVIEW

Themes

≥ Processes for staff review and support

≥ Training and development

≥ Joint training with staff from partner agencies

Key featuresThis indicator relates to the impact of the centre’s arrangements for staff developmentand professional review for all staff managed by the centre. It focuses on clear andsystematic procedures for staff review which are supported by a wide range of appropriateopportunities for development. It relates to joint training which is designed to promoteeffective partnership working.20

7.3

20 In evaluating this QI, reference should be made to QI 3.1 The engagement of staff in the life and work of the centre.


LEVEL 2 ILLUSTRATION≥ We have procedures for the review of

staff, but reviews are not sufficientlysystematic or effective in identifyingindividual development needs. Some staffare unclear about how to make best useof the review process and do not see it assupportive. The outcomes of staff revieware not used systematically to supportcontinuous improvement in thedevelopment of the centre or staff careers.

≥ Staff review identifies the strengths andskills of most staff but staff developmentor training does not always meet ourspecific needs. Our programme fortraining and development is sometimeslimited in scope and does not alwaysdraw on available expertise. We do notsystematically evaluate and follow upimpact. New staff or students in trainingare not consistently well supported

≥ We undertake some inter-agencytraining but many centre and partnerservice staff have limited understandingof each other’s contributions. Joint staffdevelopment sessions have not focusedsufficiently on how staff can supportchildren.

LEVEL 5 ILLUSTRATION≥ We have effective partnership working

which makes a difference to the qualityof support for children. We are clearabout the areas for which we have themain responsibility and those where weneed the support of our partners. Weare committed to working with partnersand are clear about the aims of jointworking.

≥ Our links with other educationalestablishments and specialist agencieshave enriched learning and improvedchildren’s achievements and support totheir families. Our staff work well withothers to ensure children are very wellsupported and their learning andwelfare needs are addressed at keytransition points. We maintain effectivepartnerships, where appropriate, withcommunity groups, colleges, educationpsychologists, medical services andsocial workers. Staff work with thesepartners to enrich the experiences ortarget support for individuals or groupsof children.

≥ In our centre, those with leadershipresponsibilities actively seek opportunitiesto work and engage with partners. Wework with partners providing integratedservices to children and community-basedprojects to support local priorities andobjectives. Our arrangements forcommunication, planning, assessment,recording, reporting and review are clearand work well.

PARTNERSHIPS WITH THE COMMUNITY, EDUCATIONALESTABLISHMENTS, AGENCIES AND EMPLOYERS

Themes

≥ Clarity of purposes and aims

≥ Working across agencies and disciplines

≥ Staff roles in partnerships

Key featuresThis indicator relates to the effectiveness and impact of the centre’s partnership withthe community, educational establishments, colleges, agencies, employers and othersin supporting children. It focuses on the centre’s arrangements for consulting andcommunicating with others in regular, structured, supportive and efficient ways.Key considerations include the extent to which the centre works effectively in a rangeof multi-disciplinary partnerships and is committed to joint working in planning,delivering, monitoring and evaluating joint projects.

8.1


LEVEL 2 ILLUSTRATION≥ We lack a clear set of aims for

partnership working. We have somepartnership projects which meet theneeds of individual children but there ispotential for improved contributions tosupport others. There is little evaluationof joint working.

≥ Our links with other centres oreducational establishments are notalways used effectively to improvelearning and progress. The links focuson pastoral aspects but give insufficientattention to improving learning anddevelopment. Our networks andpartnerships provide support for mostchildren but the needs of vulnerablechildren are not always met.

≥ We work in partnership with others butare not always clear about each other’sroles and responsibilities withinpartnership working arrangements.Those with leadership responsibilitiesare not sufficiently proactive in seekingopportunities to work and plan withpartners so that the needs of all childrencan be met.

LEVEL 5 ILLUSTRATION≥ Our finance is sufficient to support the

centre’s work and we make best use ofthe finances provided. We consult staff,children and parents on funding bidsand these are clearly linked to localimprovement objectives and nationalpriorities.

≥ We have clear procedures for financialcontrol. We manage and monitor ourexpenditure openly and effectively andtake account of local and national advice.

≥ Our systems for budget managementprovide clear and current information.Our arrangements for day-to-dayfinancial management are efficient ofstaff time.

≥ Our priorities for the use of financialresources are clearly linked to centreimprovement priorities. We use ourfinances to improve the quality oflearning and support specificdevelopments. Our finances have beenallocated effectively and efficiently tosupport our improvement prioritieswhich in turn has led to positiveoutcomes for our children.21

MANAGEMENT OF FINANCE FOR LEARNING

Themes

≥ Sufficiency of available finance and setting budgets

≥ Financial procedures and controls

≥ Management of budgets, including links with the education authority/Board ofManagers/Parent Committee

≥ Best Value use of finance to support centre improvement

Key featuresThis indicator relates to the impact of the provision and management of the centre’sfinance for learning. It focuses on the transparency, equity and Best Value management ofthe centre’s finances and the extent to which the use of financial resources leads toimproved outcomes for children.

8.2

21 In evaluating this QI reference should be made to QI 1.2.


LEVEL 2 ILLUSTRATION≥ Our finance is generally sufficient to

support our centre’s work but some ofour staff are not consulted appropriatelyabout financial arrangements. We oftendo not consider bids for projects linkedto local and national priorities insufficient depth.

≥ Arrangements for managing the budgetlack clarity, openness and fairness.

≥ Information from budget systems isincomplete and not up to date. Ourday-to-day financial managementinvolves staff unnecessarily withfinancial detail.

≥ Some budget allocations have only ageneral link to improving the quality oflearning. Our budget decisions do notalways take due account of the needto support our centre’s improvementpriorities and improve outcomes forchildren.

LEVEL 5 ILLUSTRATION≥ Our accommodation provides a safe,

pleasant and stimulating environmentfor learning through play and social andcare activities. We have appropriate spaceto accommodate all ages of childrencatered for by the centre. There arewell-appointed areas for children toengage in energetic activities insideand out, and for them to rest and sleep.We have appropriate areas for staff andparents, and sufficient space for storageand display. We meet statutory duties onaccessibility. Our displays of children’swork support learning and create astimulating environment. We create anappropriate balance between children’sown work, printed text, photographs andother displays.

≥ Appropriate resources, including ICT,are sufficient, up to date and wellmaintained. Resources support staffinteraction well and help children tolearn effectively.

≥ Our resources are well organised,accessible, used effectively and managedin a sustainable way. Learning and teachingis enriched through planned use of ICT,the local environment and resources fromoutwith our centre. We encourage childrento make independent and responsibleuse of resources. We monitor and evaluatethe use of resources to ensure ourchildren’s needs are met.

≥ Our buildings are secure and health andsafety aspects of accommodation andfacilities are identified and addressed.We implement relevant health and safetylegislation and are vigilant in ensuringthe security and safety of children.

MANAGEMENT AND USE OF RESOURCES AND SPACEFOR LEARNING

Themes

≥ Accommodation, display and presentation

≥ Provision of resources and equipment

≥ Organisation and use of resources

≥ Arrangements to ensure health and safety, including security

Key featuresThis indicator relates to the impact of the provision and management of the centre’sresources and space on the environment for learning. It focuses on the extent to whichchildren are motivated by the accommodation and facilities, and on the centre’s healthand safety arrangements.

8.3


LEVEL 2 ILLUSTRATION≥ Our accommodation provides a safe

environment but needs to be adaptedto support learning, social or careactivities. Lack of space in some areaslimits opportunities for learning. Ouraccommodation is in need of somedecoration and access is difficult forsome users. Our displays of children’swork and items of interest are limited,seldom changed and often contributelittle to learning and teaching. Printedtext and commercial materials oftendominate displays.

≥ Most resources, including ICT, arefunctional but many need updatingand/or repair. We have a limited rangeof resources which will motivate andchallenge children.

≥ Our resources are generally wellorganised. Some staff enrich learningthrough imaginative use of resourcesincluding ICT, but we make little use ofthe environment and resources fromoutwith our centre. Our children makelittle independent use of resources.

≥ We do not monitor the security of thebuilding with sufficient rigour. We haveidentified some related health and safetyissues but these are not alwaysaddressed effectively.

LEVEL 5 ILLUSTRATION≥ We use effective approaches for collecting

and storing data to improve learning andraise achievement. Wemanage informationefficiently to identify children’s progress,meet their needs and target support andresources. Our staff have appropriateaccess to information. Our arrangementsto store, file and retrieve informationcomply with legislation.

≥ We understand and follow protocolsfor information sharing. We shareinformation among staff efficiently,including data on budgets and children’sattendance. Our systems allow relevantpartners to have access to informationnecessary to ensure our children’swellbeing and improve their learning.Our parents are fully aware of theinformation held about their childrenand with whom it might be shared.

≥ We use data analysis to monitor anddemonstrate improvement.

MANAGING INFORMATION

Themes

≥ Data collection, storage and retrieval

≥ Sharing information

≥ Analysing, evaluating and using information

Key featuresThis indicator relates to the centre’s arrangements for managing information. It focuseson the centre’s systems for collecting and processing information and on the extent towhich it is shared to help staff improve outcomes for children. It highlights the extent towhich information is used to monitor children’s progress.

8.4


LEVEL 2 ILLUSTRATION≥ We collect and store a range of data

but this does not include some keydata needed to monitor and improveour performance. Our system providesstaff with some support for planningimprovement. Our management ofinformation meets the needs of someusers but does not always enableappropriate access. Our arrangementsfor managing information do not complyfully with legislation.

≥ We do not always share sufficientinformation among staff to give them anoverview of our centre’s work and enablethem to improve outcomes for children.

≥ We have systems in place to trackchildren’s development and progressbut the progress of some groups, suchas children who have additional supportneeds and looked after children, is notwell identified.

LEVEL 5 ILLUSTRATION≥ We work with children, parents and

other partners to develop and shapea common vision for our centre andcommunity through reflection, debateand ongoing consultation. Our visionis based firmly on high-quality earlyeducation and care for children and isin line with local and national priorities.The work of our centre gains directionfrom our clear statements of our vision,values and aims.

≥ We continually revisit and reinforce ourvision, values and aims through ourevents and activities. This results ina strong sense of common purposethroughout our centre community. Wetake full account of our vision, valuesand aims when we review our work,implement improvements and shapefuture direction.

≥ Our vision, values and aims set out clearexpectations for, and positive attitudesto, diversity. We are strongly committedto equality. We promote equity andcelebrate diversity and inclusion, andthis is reflected in our improvement plan.

LEVEL 2 ILLUSTRATION≥ The statement on vision, values and aims

in our centre is generally in accord withnational and local priorities. Members ofour centre community and our partnerorganisations had little involvement inshaping our vision, values and aims.As a result, our aims have only limitedrelevance to different groups within ourcentre or are insufficiently linked to themain activities of our centre.

≥ There is no strong sense of sharedvalues, vision or common purpose in ourcentre community. Values are generallynot revisited or reinforced through ourdaily interactions, communications,events and activities. When evaluatingour work, we do not take sufficientaccount of our vision, values and aims.

≥ While our vision, values and aims set outclear expectations for positive attitudestowards diversity and inclusion, theseare not fully embedded in the work ofour centre.

VISION, VALUES AND AIMS

Themes

≥ Appropriateness and coherence with corporate and community vision, values and aims

≥ Sharing and sustaining the vision

≥ Promotion of positive attitudes to social and cultural diversity

Key featuresThis indicator focuses on how the centre works with others to create a shared vision andsense of purpose and direction which is ambitious and challenging. The indicator focuseson the extent to which vision, values and aims guide planning for, and impact on, improvingthe quality of learning and teaching, and outcomes for learners and their families.

9.1


LEADERSHIP AND DIRECTION

Themes

≥ Strategic planning and communication

≥ Strategic deployment of resources

Key featuresThis indicator focuses on leadership to map out future developments, linked to vision,values and aims. It focuses on leadership skills and knowledge, professional and personalcommitment and the creation of processes which give direction.

9.2

LEVEL 5 ILLUSTRATION≥ Continuous improvement and successes

and achievements for learners are centralto our centre’s strategic direction.We ensurethat high-quality learning through play isthe central focus of our improvement plans,and that improvement priorities arelinked to our practice. We communicatea clear view of our centre’s aims so thatthe wider staff team and children areclear and committed to their part inachieving them.

≥ Wemake transparent and evidence-baseddecisions on the allocation of resourcesto target agreed objectives and achievebest value. Those with leadershipresponsibilities in our centre demonstratethat they are committed to learningby making class or playroom visits,modelling good practice, giving feedback,sharing insights widely and stimulatingself-evaluation. We reinforce a culturewhere staff feel able and confident totake lead roles in the work of the centre.

LEVEL 2 ILLUSTRATION≥ We have established a broad direction

for the work of our centre, but this hasnot been communicated sufficiently wellto all our children, parents or partners.Centre improvement, partnershipworking and pursuing high standardsare key components in our strategicplan, but we do not always give a clearlead on how to achieve these or theirimplications for practice. Our futuredirection is ambitious, but not alwaysguided by analysis of appropriate data.

≥ We give learning sufficient emphasisin our improvement plans but resourcesare not well targeted to support this.Those with leadership responsibilitiesin our centre are not sufficientlyengaged in activities which impactdirectly on learning and teaching.

LEVEL 5 ILLUSTRATION≥ We focus on high-quality learning

through play as the key to our centre’simprovement. We adapt leadership stylesto the context and situations in our centre,and are sensitive to relationships.We deploya wide range of skills, and motivate andsupport others. Our approach is consultativeand collegiate, securing sharedcommitment. When required, we driveaction forward directly. Those withleadership responsibilities reinforce aculture of distributed leadership wherestaff feel able to exercise initiative andtake lead roles within and beyond theclassroom or playroom. We make gooduse of the collective knowledge,experience and personal interests ofstaff and of children’s views. We havemade an impact individually, withinteams and across our centre.

≥ We have developed a supportive workenvironment in which people sharea sense of responsibility to ensuresuccesses and achievements for children.Our working relationships are built ontrust and a genuine concern for staffand partners. We help people tacklechallenging problems, share informationand deal with difficulties. We reinforce anatmosphere of collective responsibilityand mutual support across the centrecommunity. We create, review andimprove our structures for management,learning and support, to build positiverelationships. We encourage staff andrecognise and celebrate their achievements.

≥ We have a high level of commitment topartnership working and teamdevelopmentto secure continuous improvement. Anethos of teamwork is evident in our centre.We engage actively with relevant partnersand have high levels of participation bypartners in our ownwork and improvement.We evaluate team performance regularlyagainst agreed objectives.

DEVELOPING PEOPLE AND PARTNERSHIPS

Themes

≥ Development of leadership capacity

≥ Building and sustaining relationships

≥ Teamwork and partnerships

Key featuresThis indicator relates to the effectiveness of the centre in building capacity for leadershipat all levels and securing positive working relationships and successful outcomes withstakeholders and partner agencies. The indicator relates to the ethos and culture of thecentre, through interactions within the centre and joint working with partner agencies.The effectiveness of those with leadership responsibilities, their deployment,responsibilities and team working in relation to organisational requirements and keystrengths are relevant. Delegation to, and empowerment of, staff and partners andsupport of effective teamwork are important features.

9.3


LEVEL 2 ILLUSTRATION≥ A number of individuals have weaknesses

in their leadership skills or in corporateworking. Leadership styles do notmeet the needs of the centre to makeimprovements. We support some initiativessuggested by others but do not motivatestaff to propose improvements. Leadersplace insufficient focus on learning andteaching and the culture of our centre,although positive, does not convey a fullsense of challenge or progress.

≥ We generally have a supportive workenvironment in which most people sharea sense of responsibility to improve thequality of learning and teaching. Overall,the quality of relationships and theculture of the work environment are toovariable across our centre. Our workingrelationships are not always characterisedby trust. We give little attention to creating,reviewing and improving structures formanagement, learning and support tobuild positive relationships. We do notregularly recognise or celebrateachievements of staff.

≥ We have built and sustained effectiveteamwork with some key partners andhave some examples of effectivepartnership working, but the overallpicture is inconsistent. We do notsystematically demonstrate commitmentto partnership working or take an activerole in activities initiated by partneragencies. In general, teamwork in ourcentre is not well established, and we donot regularly evaluate team performanceagainst agreed objectives.

LEVEL 5 ILLUSTRATION≥ We are committed to planning and

implementing strategies for improvement.We understand the need for change,support and challenge, have demandingtargets and manage change effectively.We use best practice in self-evaluationto improve learning. Improvement in ourcentre takes account of the capacity forimprovement and staff have time toconsider and embed changes.

≥ We have a coherent vision of what isimportant for our centre, its communityand our children. We innovate in linewith that vision. We guide and managethe pace of agreed change. We win overhearts as well asminds. We deal effectivelywith potential divisions among staff. Weroutinely use the results of self-evaluationto consolidate what we do well andwelcome innovative approaches aimedat improving the quality of learning andteaching and outcomes for children. Welead and manage change effectively andstrategically by prioritising and focusingon a manageable number of high-priorityinitiatives and communicating them well.

≥ Leaders at all levels play a very strongrole in maintaining high levels of qualityand leading improvement and innovation,learning and teaching, with a focuson impact and outcomes. All have clearroles and responsibilities in qualityimprovement. Our centre constantlyexplores ways to create more capacity forimprovement through developing talentsand skills. We provide opportunities forstaff to undertake lead roles in a varietyof contexts and nurture and developtheir expertise and confidence.

LEADERSHIP OF IMPROVEMENT AND CHANGE

Themes

≥ Support and challenge

≥ Creativity, innovation and step change

≥ Continuous improvement

Key featuresThis indicator is concerned with the effectiveness of the leadership of the centre inmaintaining high levels of quality and promoting continuous improvement and excellencein the provision for all children.22 An important component of leadership is the need forthose with leadership responsibilities to challenge staff to improve the quality of provisionfor children, by setting demanding but realistic targets and by providing high-level supportto assist them to achieve these. The indicator also relates to the ability and success ofthose with leadership roles to encourage and support innovative practices which bringabout positive changes in children’s experiences.

9.4

22 In evaluating this indicator, consideration should be given to indicators in Key areas 1-4 outlining the centre’ssuccesses and achievements.


LEVEL 2 ILLUSTRATION≥ Some staff resist change even where it

is designed to achieve improvements forchildren. The pace of change is not wellmanaged. Those with leadership rolesdo not consistently support andchallenge staff or focus sufficiently onsetting targets for improvement. Ourprocesses for self-evaluation are notwell enough developed or targeted toimprove learning and teaching. We donot allocate sufficient time andresources for some developments ortake sufficient account of our centre’scapacity for improvement, or the needto gain the commitment of staff.

≥ We have a vision of what is importantfor our centre and our community butinnovative and effective practice is notsystematically identified, supported,evaluated or disseminated across thecentre. We are aware of examples ofgood practice within our centre but havenot yet focused on the key levers whichwill improve the quality of learning andteaching. Our communication of changeis often insufficient to enable staff tounderstand the reasons for, or theanticipated benefits from, implementingchange.

≥ Leaders at all levels do not adopt asufficiently high profile or strong leadingrole in driving forward our centre’scommitment to continuous improvementin learning and teaching and outcomesfor children. There is a lack of effectivenessinquality improvement. In the implementationof their remits, those in leadership rolestend to focus on systems, functions andprocesses rather than on improvedoutcomes and impact for children. Staffacross our centre generally work hard,but we do not build their talents andskills sufficiently and provide them withopportunities to undertake lead roles.

APPENDICES

70:71

APPENDICES


THE SIX-POINT SCALEThe quality of what you observe within each indicatorcan be judged against six levels.

In the complex context of education there are many waysin which provision can merit a particular evaluation.We need to bear in mind that awarding levels willalways be more of a professional skill than a technicalprocess. However, the general guidelines on thefollowing pages should be consistently applied.

APPENDIX ONE

LEVEL 6 EXCELLENT outstanding or sector leading

LEVEL 5 VERY GOOD major strengths

LEVEL 4 GOOD important strengths withareas for improvement

LEVEL 3 ADEQUATE strengths just outweighweaknesses

LEVEL 2 WEAK important weaknesses

LEVEL 1 UNSATISFACTORY major weaknesses

An evaluation of good applies to provisioncharacterised by important strengths which,taken together, clearly outweigh any areasfor improvement. An evaluation of goodrepresents a standard of provision in whichthe strengths have a significant positiveimpact. However, the quality of children’sexperiences is diminished in some way byaspects in which improvement is required.It implies that the centre should seek toimprove further the areas of importantstrength, but take action to address theareas for improvement.

An evaluation of excellent applies toprovision which is a model of its type.Children’s experiences and achievementsare of a very high quality. An evaluation ofexcellent represents an outstanding standardof provision which exemplifies very bestpractice and is worth disseminating beyondthe centre. It implies these very high levelsof performance are sustainable and will bemaintained.

An evaluation of very good applies toprovision characterised by major strengths.There are very few areas for improvementand any that do exist do not significantlydiminish the children’s experience. Whilst anevaluation of very good represents a highstandard of provision, it is a standard thatshould be achievable by all. It implies thatit is fully appropriate to continue to makeprovision without significant adjustment.However, there is an expectation that thecentre will take opportunities to improveand strive to raise performance to excellent.


An evaluation of adequate applies toprovision characterised by strengths whichjust outweigh weaknesses. An evaluation ofadequate indicates that children have accessto a basic level of provision. It represents astandard where the strengths have apositive impact on children’s experiences.However, while the weaknesses are notimportant enough to have a substantiallyadverse impact, they do constrain theoverall quality of children’s experiences.It implies that the centre should take actionto address areas of weakness whilebuilding on its strengths.

An evaluation of weak applies to provisionwhich has some strengths, but where thereare important weaknesses. In general, anevaluation of weakmay be arrived at in anumber of circumstances. While there maybe some strengths, important weaknesseswill, either individually or collectively, besufficient to diminish the children’sexperiences in substantial ways. It impliesthe need for structured and planned actionon the part of the centre.

An evaluation of unsatisfactory applieswhen there are major weaknesses inprovision requiring immediate remedialaction. The children’s experience is at riskin significant respects. In almost all cases,staff responsible for provision evaluated asunsatisfactory will require support fromsenior managers in planning and carryingout the necessary actions to effectimprovement. This may involve workingalongside other staff or agencies in orbeyond the centre.

The framework of indicators in this editionof The Child at the Centre provides a set oftools to help you to evaluate the quality ofeducation in your centre. The indicatorscover the full range of a centre’s work andare designed to help you to identify strengthsand priorities for improvement which youcan build into your improvement plan. Overthe years, staff have become accustomedto using indicators in this way to help themto manage the process of continuousimprovement. A centre will always need toknow how well it is doing across the fullrange of its work, and the indicators willhelp you to do this.

Each of the dimensions of excellence inPart 2 of The Journey to Excellence isassociated with one of the key areas inwhich the indicators in The Child at theCentre are organised. The dimensions canhelp a centre to move forward on thoseaspects of work where it judges that it isready to go from good, or very good, togreat. They can help to make real changesto those aspects which are at the heart ofwhat a centre is about – learning andsuccess for all. The dimensions are notaudit tools. They do not cover everythingwhich goes on in a centre. They only look atthose aspects which have a direct impacton learning and outcomes for all youngpeople. They are levers for transformationalchange, moving straight into the activitiesand practices which are associated withexcellence. The dimensions and theirrelated features give ideas of some of thethings which can make a centre anexcellent centre.

APPENDIX TWOTHE RELATIONSHIP BETWEEN THE QUALITY FRAMEWORK OF INDICATORS ANDTHE TEN DIMENSIONS IN PART 2 OF THE JOURNEY TO EXCELLENCE.


How and when you use the dimensions willdepend on the stage the centre has reachedon its journey to excellence and the kinds ofimprovements which are necessary. It willalso depend on features of its capacity forimprovement, that is, how well prepared thecentre is for making the kinds of changeswhich can transform the lives of its children.These would include:

≥ how well the centre ‘knows itself’, itsstrengths and weaknesses;

≥ how strong leadership is at all levels ofthe centre;

≥ how successful the centre’s ‘trackrecord’ is of improvement in the past; and

≥ how ambitious staff are as a communityfor the children the centre serves.

Planning for Excellence, part 4 of Howgood is our school?: The Journey toExcellence looks in more detail at thevarious ways in which your centre canengage in developing its vision and values,its approaches to self-evaluation andplanning for improvement so that you cantailor the approach to meet the needs ofyour centre.

Early education centres and schools arenot islands. They work with other centres,schools, colleges, employers and a numberof other services to improve the quality ofthe curriculum for children and youngpeople, to provide them with the supportwhich they need and to help them toachieve to their highest potential.

The framework of indicators in this secondedition of The Child at the Centre is usedby a number of public services. Educationauthorities use it to evaluate the quality ofthe service they provide across the rangeof their work. The same framework is usedby youth workers, by social workers and byteams of professionals working in children’sservices. Using the same frameworkprovides a common language about quality.This makes it much easier for everyonewho works with children and young peopleto share their findings and to support eachother in improving the experiences andachievements of young people.

HM Inspectorate of Education will use thesame framework in inspection, as will otherinspectorates. When HMI inspect earlyeducation centres and schools, they willuse a group of indicators selected from theoverall framework. These indicators focusin particular on the outcomes and impactof the education provided by the centre andthe important factors which contribute tothese. HMIE will continue to take accountof the National Care Standards for earlyeducation and childcare up to the age of16 in our integrated inspections with theCare Commission.

The quality framework has been developedto be compatible with a number of qualitymodels and awards, for example Investorsin People, Charter Mark and the ExcellenceModel of the European Foundation ofQuality Management, and can be used inconjunction with them. For example, theresults of a Charter Mark assessment, andthe evidence it was based on, can contributeto your evaluations using the qualityframework, and vice versa.

APPENDIX THREEA COMMON APPROACH ACROSS ALL PUBLIC SERVICES


The framework has been designed to beused at more than one level. For example,it can be used:

≥ across the whole authority;

≥ within a group of schools, or centres ora neighbourhood;

≥ by individual centres, schools orservices;

≥ by individual teams or departments; and

≥ in relation to a specific issue or theme.

This means that the evaluations you arriveat in your centre, and the evidence on whichthey are based, can also contribute toevaluations in other contexts. For example,they could be used in evaluating the qualityof services to children within yourneighbourhood. They could also be usedtogether with evaluations from othercentres, schools, and teams to contributeto evaluations of the effectiveness of youreducation authority.

© Crown copyright 2007

RR Donnelley B49509 03-07

Further copies are available fromBlackwell’s Bookshop53 South BridgeEdinburghEH1 1YS

Telephone orders and enquiries0131 622 8283 or 0131 622 8258

Fax orders0131 557 8149

Email [email protected]

Further information is available from:

HM Inspectorate of EducationDenholm HouseAlmondvale Business ParkAlmondvale WayLivingstonEH54 6GA

Tel: 01506 600 200Fax: 01506 600 337E-mail: [email protected]

£20.00

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