A qualitative exploration of the views and experience of teachers participating in phase 1 of the Scottish EDI pilot

EDI and Scotland International context Scottish context –Does the questionnaire adequately reflect a Scottish childhood? –Practical issues e.g. time taken to complete questionnaire Interpretation Image – Offord Centre for Child Studies

Methodology 13 out of 14 teachers gave feedback Multiple methods used

Key findings – Appropriateness and Ease of Use “It (the EDI) was straightforward and easy to use” “Children in rural areas have different experiences to those in urban areas” “The best advice on completing it was … to go with your gut feeling”

Children with Additional Concerns “It was straightforward for the majority of children, it took longer for the children who have struggled in the classroom” “I spoke to his support worker and the teaching assistant”

Challenges “Having that time out of class is important, will it be given to us if the EDI is rolled out” “Wouldn’t it be better done at the end of nursery?”

Teachers Views on Inequality and the Early Years “Its about differences in opportunity and unfortunately these come from money” “Teaching (a class in a deprived area) is a whole different day to teaching in a better off area”

Impact on Phase II Changes to the tool –No further questions added –Addressed language / conceptual differences about ‘special needs’ Changes to the guide –Provided further clarity and examples Development of the training day –Emphasised importance of the bigger picture