1. Early Years Leading the Strategy
Locality Meeting 3
May 2018

2. Agenda Agenda: Overview and Updates
Care Inspectorate update – National Standards
Developing Young Workforce (DYW) Early Years STEM
Planning Guidance
ASL Update
Digital Learning & Teaching- Early Years IT

3. National Improvement Framework (NIF) (Attainment, Equity, GIRFEC, DYW)
National Overview -
National Improvement Framework (NIF)
(Attainment, Equity, GIRFEC, DYW)
How do we make it real in our settings?
Making strong links
POWERPOINT -Early Learning and Childcare
and the Scottish Attainment Challenge

4. Some key messages
High-quality, universal early learning and childcare (ELC) is a key factor in mitigating low attainment throughout schooling, particularly for children growing up with socio-economic disadvantage.
High-quality ELC is generally beneficial to children’s holistic development and particular gains in cognitive development and early language can be long lasting.
As the first step in life-long learning, ELC provides unique opportunities to work positively with parents and carers about their role in supporting their child’s attainment.
Want to read more?
Click here for Section 2, Building the Ambition

5. Back to basics approach
Taking action 1 : high-quality universal provision
Experiences
Building the Ambition (2014) promotes that effective early learning pedagogy to benefit all children requires a blend of:
Enabling, well-considered learning environments that support the children within and just beyond their developmental stage;
Environments
Adults
Enriching, stimulating and engaging experiences; and,
Highly skilled and well attuned adults who understand their role in developing children’s learning capability.

6. Taking action 2 : identifying the ‘gap potential’
“A skilled five-year-old grows from a busy four-year-old, a curious three-year-old, a cuddled two-year-old, an adventurous one-year-old and a communicative baby.”
J. Lindon (2002)
Do you understand the factors that affect limited progress, for example, vocabulary acquisition?
What ‘gaps’ might be relevant for very young children?
What information do you gather from parents/carers that provides data, for example, about early language development and vocabulary?
How involved are multi-agency partners in helping you understand who may be at risk?
Need help?
Go to further reading.

7. Taking action 2 : identifying the ‘gap potential’
One ELC setting attached to a children’s centre had an agreed policy about the circumstances in which a child and their family would be regarded as ‘at a disadvantage’. This included children who were:
showing poor speech and language for their age and stage of development.
being looked after by someone other than their parents/carers, such as grandparents.
those whose family was known to be involved in crime.
those who had young or teenage parents.
those who had older siblings with a wide age gap between them.
Source:
Talking and listening across the four learning contexts via web

8. Interventions for equity framework
Taking action 3 : effective targeted intervention
Effective targeted interventions in ELC need to:
Be chosen carefully to address the main area of concern.
Have a strong evidence base with proven success.
Be developmentally appropriate for children’s age and stage.
Support play-based learning and early learning pedagogy.
Read more about the Education Endowment Foundation here.
Interventions for equity framework

9. How good is our universal provision?
Click here for How Good Is Our Early Learning and Childcare?

10. CEC - Raising Attainment in Edinburgh, Quality Improvement - Frameworks for Learning 2018-2023
‘Edinburgh Learns’ 3-18 Frameworks
Equity in Learning
Improving Quality of Learning
HWB for Learning
Excellence in Teaching & Learning
Digital Learning (Clusters)
Parental Engagement
Pathways for Learning
Early Years

11. What is a Strategy?
Tells you what you want to improve (aims & rationale)
Tells you why (research & data)
Tells you who’s involved (roles/responsibilities)
Tells you what to do (actions)
Tell you how you will measure success
Explains processes to ensure ongoing QA
Provides template for personalisation

12. What else ?? ELC National Update:
Multi year funding AGREED !!!! Revised PLAN
Workforce strategy
Consultation on the Service Model - closes 29th June 2018
Consultation on Welfare Foods – closes 28th June 2018
Health and Social Care Standards

13. WHAT ELSE ?? CEC Update Phase 2 Expansion - LA and PP
Additional graduates - 20
MA/Trainees - 90
Dates
Continued focus on Universal Quality – ‘Back to Basics’ self evaluation approach
Ipads /books

14. Focused Self-Evaluation Year 1 2017-18

17. Focused Self-Evaluation Year 1 2017-18

18. more focused,-Impact –Evidence-Poverty Clarity -
SQIP guidance 2018
SQIP Planning –
Tackling bureaucracy
more focused,-Impact –Evidence-Poverty
Clarity -
Self-Evaluation - Setting/ ELIP/Cluster
Collaboration – Setting/ELIP/Cluster/Locality/Authority /RIC

19. SQIP guidance 2018 Timeline for SQIPs
To be submitted to your QIEO by 29th June.
A summary of the SQIPs should be issued to parents in August and full version should be available for parents to view on the website
2018/19’s 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
Add names to list as you leave if you would be interested in coming along to a focus session on SQIP – June date TBC

20. Transition Reports 2018 2017 Transition Report Guidance issued:
Transition Report with notes to support staff to complete the form
Child’s Profile – two versions attached
Parents/Carers Feedback sheet
The report should be completed, shared with parents and carers and sent on to the receiving primary school no later than 9th June 2018.
The child’s profile should be completed with the child, two versions attached.

21. Coffee & Chat
Following coffee Lynn and Jane then Alison or Maxine – they have their own ppts.

22. Planning with children
Isla

23. Curriculum for Excellence
“It is important that we recognise that planning and assessment is a process not an end result, that it is neither limited nor driven by paperwork, but is part of an ethos of ensuring quality experiences and environments for children in order that they develop into successful learners, confident individuals, effective contributors and responsible citizens.”

24. national guidance

25. Child’s View Adult’s View It’s all connected…
Children’s interests and needs
Spontaneous
Child has control and leads learning
Child involved in planning what’s next along with adult
Provides context for observation and assessment
Provides context for developing skills
OBSERVATION IS KEY
Responsive/consultative/
short-term planning
Child brings:
Their own history and knowledge
Their own emotional wellbeing
Their own impulses and needs
Their own ideas and plans
Their own barriers
Child’s view of continuous provision
Adult brings:
Knowledge of the curriculum and skills to promote
Opportunities for the intentional promotion of learning
Adult view of record-keeping
Adult’s own strengths and areas to develop
Adults view of continuous provision
Relevant contexts
Possible lines of learning planned by adult
Possible assessments planned by adult through play and learning opportunities
Flexible enough for children to lead learning within this
long term/medium term planning
Co-construction of environment
High quality interactions and learning conversations
Promotion of learning in contexts meaningful for child
Adult/child negotiations re expectations and what is important
Sustained shared thinking
Effective promotion of skills
Child’s View
Adult’s View
Rich learning
High quality

26. Responsive/consultative planning
It’s all connected…
Continuous provision
Planned experiences
Responsive/consultative planning

27. Planning learning involves both the adult and the child.
It’s all connected…
Curriculum Rationale: ‘We are clear about the purpose of our curriculum framework. It is based on shared values and takes full account of local needs and circumstances. Our very good understanding of pedagogy and play in learning is evident in our delivery of the curriculum for babies, toddlers and the young child.’ [HGIOELC p.25]
Planned experiences [long and medium term planning]: ‘Building the Ambition’ describes planned learning as ‘what the practitioner wants children to learn within a caring, nurturing environment - the intentional promotion of experiences and interactions which are important for young children to learn.’ [BTA p. 51]
Continuous provision [ie. layout, resources, learning experiences] is a very significant part of children’s Early Years’ experience. This guidance encourages your team to look at your provision from the child’s point of view. Are you providing high quality to support children’s learning?
Responsive/consultative planning [short-term planning]: Children learn as they play, and we need to observe, listen, respond and consult with our children. Responding to children’s interests and needs is at the heart of planning, particularly for our youngest children.
Planning learning involves both the adult and the child.

28. Further training Introductory sessions:
18th June either 9.30 – or – 2.30
Training over 2 sessions in localities next term:
NE: 11/9/18 and 25/9/18
NW 10/9/18 and 24/9/18
SE 18/9/18 and 1/10/18
SW 19/9/18 and 2/10/18
This will look at observation, suggested formats, continuous provision, tracking development

29. …and finally! Evaluation and Feedback