Gillian o’Rourke & Isla Finlayson Qieos-early years New to SQIP Gillian o’Rourke & Isla Finlayson Qieos-early years

CEC advice to all settings is informed by key national documents CEC Education Improvement Plan Education Scotland’s Driving Excellence and Equity: Advice on School Improvement Planning 2018/19 Summary of National Improvement Plan by Drivers

DRIVING EXCELLENCE and EQUITY School Improvement Planning within the National Improvement Framework 1. What is our local context? A shared understanding of the challenges and opportunities 2. How do we know? Effective, collaborative self-evaluation 3. What are we going to do now? A manageable, measurable annual improvement plan 4. How are we doing? An annual standards and quality report

Early Learning and Childcare SQIP 2019-20 Context of the Setting Locality & Cluster Level of teacher input Total number of children: 0-3, 3-5 and Eligible 2s Settings Vision, Values and Aims Significant factors SQIP Planning Tackling bureaucracy Impact –Evidence-Poverty Focused Improvement Plan Clarity within SQIP Self-Evaluation – Setting with Staff, Children, Families/ Partners/ Cluster Collaboration – Setting/ELIP/Cluster/Locality/Authority

Standards and Quality Report 2018-19   A true reflection of your setting recorded under the three questions from How Good is our Early Learning and Childcare (HGIOELC): Leadership and Management How good is our leadership and approach to improvement? Learning Provision How good is the quality of care and learning we offer? Success and Achievements How good are we at ensuring the best possible outcomes for all our children? Next Steps This is an evaluative document which should communicate an overview and progress against your priorities clearly for all stakeholders including parents and carers. Use the SE data gathered from this session Statement in time which would support if you were to be inspected Core QI- QA measures

HGIOELC Using the QIs to measure improvement and using the QIs to effect improvement

Evidence of improvement? We have changed our environment for children under 3 to include more natural and open-ended resources We have worked really hard as a staff team to re-organise the resources so that children can access them more easily. We have bought waterproof suits for children when outdoors.

How good are we now? As a result of the resources being re-organised in the playroom, children are readily making choices. They confidently take responsibility for their learning and are able to follow their interests by selecting the appropriate resources to help them in their task. We have worked really hard as a staff team to re-organise the resources so that children can access them more easily. Moving away from descriptive to be more evaluative.

Moving from descriptive to be more evaluative QI-2.3 Learning, Teaching and Assessment Learning and engagement Quality of interactions Effective use of assessment Planning tracking and monitoring Activity: Consider one improvement you have made within QI 2.3 this session What did you do? What was the impact on the children within the settings? What are the next steps?

Self-Evaluation 2018 – 2019 Complete the tables with grades as indicated: Settings own self-evaluation using the six points scale from HGIOELC, which can be supported by CEC focussed Self-Evaluation HMIE from most recent inspection Current Care Inspection grades

Self-Evaluation Six Point Scale Level 6 excellent outstanding or sector leading Level 5 very good major strengths Level 4 good important strengths with areas for improvement Level 3 satisfactory strengths just outweigh weaknesses Level 2 weak important weaknesses Level 1 unsatisfactory major weaknesses

2016 – 2020 Centre Self-Evaluation Working Plan for QI Engagement Key Areas for Centre Improvement This should be an overview of engagement with the 15 QIs from HGIOELC framework. Indicate when you engage with individual QIs including the 4 core QIs

Improvement Plan 2019-20 Key areas for improvement recorded under the 3 categories from HGIOELC The improvement plan pages should be displayed and should be regularly discussed and progress updated, this is a working document.

Task Pages Outcome and Impact on Learners The priority grid: One task page per category State clearly what the priority is Indicate who has overall responsibility for this priority Highlight the most significant QIs which relate to the priority Task Pages Outcome and Impact on Learners The priority grid:   Tasks- STAN By Whom Resources Timescale Progress/Evaluation of tasks Please indicate what impact this work will have on children’s learning.

STAN Targets Cycle for Improvement S-Specific T-Timed A-Aligned N-Numerical

SIP Activity In pairs sort the statements under: Priority Outcome/Impact Task Think about your next steps from 2.3 What would be the : Priority Outcome/Impact Tasks

Timeline for 2019-20 A summary of the SQIP should be issued to parents in August and full version should be available for parents to view on the website To be submitted to the Early Years Team by 29th June.   Standards and Quality Report 2018-19 Improvement Plan 2019-20 Briefing Note for all Heads of Early Learning and Childcare Settings https://blogs.glowscotland.org.uk/ce/EarlyYears/