1. Early Years CfE Improvements Through Self-evaluation Equalities / Anti-bullying

2. Key Messages Revised QIs for 5.1 and 5.9 To take account of ‘increase expectations’ Revised HGIOS (and CATC?) by end of 2015 QI 5.9 Impacts on everything and is key in times of curricular change

3. Key messages A reflective process which is ‘forward looking’ and instigates changes and improvement. Professional enquiry Outcome focused It’s everyone’s job! What difference do I make? Focus is on impact and outcomes for children Adopt a creative approach to self-evaluation To be effective SE has to be robust and supported by objective evidence

4. Key Messages Systems are a means to an end and should be manageable and simple Look elsewhere for best practice Inwards, outwards and forward How can I use that in my setting and move forward? The greater the changes the greater need to evaluate their impact and identify future priorities Use the tools that work for you Have confidence in ability to influence change Moderation – ongoing and focused activities – looking at a range of evidence

5. Key Messages What it is like to be a child in your setting? Three key questions How well do children learn and achieve? QIs 1.1 and 2.1 How well does the centre support children to develop and learn? QIs 5.1 and 5.3 How well does the centre improve the quality of its work? QI 5.9

6. Table discussion On a scale of 1- 10 – where are you? How far up your priority list is it? Do you really see the point of it?

7. Engagement of all stakeholders All staff, parents and children and other stakeholders should be actively involved in self evaluation? Pupil voice – useful and robust evidence. Focused discussion with children. What does this look like in your setting? Discuss

8. CEC Environment toolkits These should contribute to the ongoing self evaluation of the centre and involve all staff (children and parents) Literacy environment toolkit Numeracy environment toolkit Outdoor environment toolkit Pre birth to three toolkit

9. Literacy environment toolkit Is there a variety of materials available for writing and drawing? Do adults scribe children’s ideas and stories for them? Are children involved in making written props (eg shopping lists)? Are there examples of writing in scripts relevant to the children? Is at least one area set up to be used for drawing and writing? Is writing and drawing encouraged across learning (eg tools to make menus in the house corner, brushes with water outside)? Are there materials for children to make their own books? Is there a place where children know they can find their name to copy or to stick on a picture they have created?

10. Numeracy environment toolkit Do staff take children on local walks and give them the opportunity to take photos e.g. patterns/shapes in the environment? Are any steps numbered inside? Are any steps numbered outside? Do you have number lines outside which children have easy access to, starting at 0 or symbol representing 0? Do you have a number line on the ground where children can move along, forwards and backwards? Do children have the resources to make their own grids and number lines? Do you model how to count for a real purpose i.e. at snack time, counting children, equipment, etc? Are children encouraged to make signs with the number and a picture of how many children can play in each area?

11. Quality Indicator 5.9

12. Examples

20. Curriculum What is your curriculum trying to do? What are you trying to deliver? How do you know how well your curriculum supports progression? How do you know your children are making good progress? Are activities – too hard, too easy or just right? (or all three!) Is evidence robust and which pieces are most useful?

21. Curriculum More support needed for numeracy - planning for progression in numeracy Intervention is key following assessment info to help child make best possible progress Transitions Early level transition – progression Strong productive links with community

22. Table Discussion /Activity Staff can demonstrate the positive impact of self evaluation on learning and teaching and the achievement of all learners Self evaluation should be rigorous, systematic and transparent All staff, partners, learners and stakeholders are involved in self evaluation. Children’s voice is a strong feature. All stakeholders are aware of resulting strengths and development needs and are committed to take action to effect improvement Staff are increasingly engaged in a range of quality assurance and moderation activities within and between all settings to develop their skills and confidences in assessment approaches