Supporting the provision of quality, inclusive children’s services National Quality Framework Preparation Working Groups Session 2

Supporting the provision of quality, inclusive children’s services …and how exactly are we going to do that?  Revise and debrief-Revisit code of conduct, NQF on the couch- therapy sessions, questions that have come up;  Content, group inquiry and reflection;  Homework;  Questions and comments from the current session;  Summary for the following week and an agreement on what will be covered. Every week

Supporting the provision of quality, inclusive children’s services Objectives for week 2  Develop an understanding of the thinking environment and its characteristics;  Review mapped needs and current thinking on the NQF  Engage in content learning on philosophy and underpinnings for NQF and EYLF  Get to know resources and wikis  Begin planning the self- assessment process within the centre

Supporting the provision of quality, inclusive children’s services

The thinking environment Attention The quality of your attention profoundly affects the quality of other people’s thinking. Equality People are equal thinkers. Boundaries and agreements are respected

Supporting the provision of quality, inclusive children’s services The thinking environment Ease Offers freedom from internal rush or urgency. Ease creates; urgency destroys Appreciation Thinking requires balance of appreciation and critical comment. Practice a 5:1 ration of appreciation to criticism.

Supporting the provision of quality, inclusive children’s services The thinking environment Encouragement Competition does not ensure excellence. The search for ideas does not need to be competitive. Feelings Fear constricts thinking. Feelings should be welcomed as good thinking lies just beyond.

Supporting the provision of quality, inclusive children’s services The thinking environment Information Withholding or denying information results in intellectual vandalism. Supply the facts; dismantle denial Diversity Greater diversity within a group leads to diverse points of view. There is a greater chance of accurate cutting edge thinking.

Supporting the provision of quality, inclusive children’s services The thinking environment Incisive Questions Remove assumptions that limit our ability to think for ourselves. Place Create a physical environment that communicates value.

Supporting the provision of quality, inclusive children’s services The Thinking Environment   Time to Think Nancy Kline

Supporting the provision of quality, inclusive children’s services Mapping your needs

Supporting the provision of quality, inclusive children’s services What is a philosophy? 21/10/2015

Supporting the provision of quality, inclusive children’s services Let’s talk about philosophy NQS Let’s talk about philosophy Regs

Supporting the provision of quality, inclusive children’s services The development cycle… 1.Formulate belief statements 2.Seek input 3.Collate feedback and develop a draft statement. 4.Circulate for feedback. 5.Make final changes/ inclusions. 6.Meet to adopt the statement. 7.Ensure it is reflected in the service. 8.Review regularly. How will you undertake the development of your philosophy?

Supporting the provision of quality, inclusive children’s services Philosophy development

Supporting the provision of quality, inclusive children’s services Planning the process Become familiar with the tools Plan the process Undertake an evaluation and review Develop a Quality Improvement Plan Submit your plan and continue to work on improvements Complete assessment tools Prepare for assessment Assessment Continue…. We are here!

Supporting the provision of quality, inclusive children’s services Assessing skills, making a plan, setting priorities A group of 5 people work together. “You have gone for a bush walk and appear to have become lost. Darkness is setting in and you need to make a plan. The resources you have include a compass, a flysheet, some food, flint. People have forgotten to pack for a cold turn of weather. You have time to make a plan.” Appoint a leader; Assess skills of all of the people that are involved and how you will use those skills; Make a plan using your knowledge and skills available; Set your priorities; Plan how you will implement and keep people on track and calm.

Supporting the provision of quality, inclusive children’s services A practical approach Planning your approach Implementing

Supporting the provision of quality, inclusive children’s services Growing knowledge Philosophy Teaching ‘observe, discuss, sight’.’ Unpacking the Standards Evidence…what evidence? Professional development EYLFRegulations Skills and attributes

Supporting the provision of quality, inclusive children’s services Information and knowledge  Ask your team to learn the name of each of the 7 quality areas  Teach the concepts of ‘observe, discuss, sight’ Planning the process Formalise the plan you developed in discussion with your peers. Get started. Homework

Supporting the provision of quality, inclusive children’s services …and start to think about… The Quality Improvement Plan…how can you work on your assets and needs?