1. Early Years and Childcare Aspiring Leadership Programme
Gillian O’Rourke & Sheena Lowes

2. Review of last week…

4. Focus of this session HGIOELC- 1
Focus of this session HGIOELC Self-Evaluation for Self Improvement
Aims
To give an overview of the self- evaluation for self-improvement process
To share practice- Sheena Lowes
To share strategies that involve the whole team

5. What is self evaluation?
Table discussion & statement
Self-evaluation is

6. Can you name 2 national resources that support SE in Early Years?
Can you name 3 CEC resources that support SE in Early years?
How many QIs in total from HGIOELC?
Fill in the blank… Looking inwards, looking outwards , _________________?
What is quality indicator 2.3?

7. Resources to support Self-evaluation

8. Evaluating and Improving using HGIOELC?
The three key questions:
How are we doing?
How do we know?
What are we going to do now?
Making sound judgements about the impact on learners is central to self- evaluation
Michael Fullan video clip:
Michael Fullan at BLC14-The principal:3 keys to maximising impact

9. Michael fullan: the three keys to maximising impact

12. What does this look like?
The Reflective Practitioner
What does this look like?
Discuss

14. Quality Indicator 1.1 Self evaluation for self improvement
Task:
Read and highlight key words or sentences
Discuss
Feedback

15. Some key words/phrases
Collaborative approaches to self evaluation
All
Integral aspect
Reflect well together
Work well with stakeholders and partners
Agreed rationale
Wide Range of approaches
Engage and listen

16. Evidence based improvement
Our self evaluation focuses on improved outcomes for children
Local national and international advice and research
Evidence to document assess and record children’s progress
Involving children and families in regularly reviewing learning and progress
Sharing good practice

17. Ensuring impact of success for children and families
Continuous improvement Strategic improvement
High quality learning through play is a central focus of our improvement planning
We can evidence clearly the link between self evaluation and improved approaches to how children learn within our setting

18. Self evaluation in practice
Sheena Lowes
“An approach used at Little Voices”

19. Aim To illustrate the process of self improvement through self evaluation
How are we doing? How do we know? What are we going to do now?
Looking inwards, Looking Outwards, Looking Forwards

20. The beginning Looking at the Evidence
How are we doing? How do we know?
Report from QIO
Photographs
Evidence from staff

21. QIO Report 18/05/14

22. The Evidence

25. How are we doing?
Getting to know the staff

27. My vision for the team

28. What are we going to do now?
Develop reflective practitioners
Give relevance to documentation and SE
Increase confidence
Include staff in the process
Inform and upskill
Actions - Inhouse training
Being a reflective practitioner
Looking at change
Explaining significance of documents and relating to practice

29. Making the documents and process relevant

30. Evidence to action

31. Standard and Quality Report

32. Little evidence of any real change

33. Evaluation of Progress
Very little evidence of change
Learning lost between training sessions and rooms i.e. lack of impact
Had to be more creative
UP until now looking inwards, now need to start looking outwards
What are we going to do now? Training,
Visits to other centres and staff to feedback on return, join cluster

34. Programme of Evaluation and Monitoring of Practice
Create folder, SE calendar and proformas to support SE at all levels
Use of tools at all levels
What was happening? Very little – staff had no input to SQIP and were not personally invested in the actions.
Evaluating myself as leader – Can’t do it all by myself

35. Looking Inwards, Looking Outwards, Looking Forwards
New idea for collaborative working which would involve teams in discussions around a wide range of issues in the nursery.
Took back and adapted for my setting
Prompted lots of discussion
Very positive feedback from the teams
Gathered their views and used as basis for next steps
Staff much more involved

36. A new collaborative approach
Statements to be discussed and evaluated by staff.
to be sorted into sections
Identify 5 key areas for development

37. The Task

38. Identifying Priorities

39. Evaluating Progress

40. Staff worked in teams and feedback findings to whole group
Visuals Posters prepared by all groups

41. SQIP

42. A Word about Consulting Parents

43. ‘It is not always necessary to use a complete
quality indicator or the entire framework for
effective self-evaluation. However, over a 3 to 5 year
period, it would be useful for you to demonstrate self-
evaluation using all of the quality indicators. In this
way you will build a complete picture of your school’s
work and capacity for improvement over time ... ‘
‘Self-evaluation should not be seen as an “add-on” or
involve lots of additional time and bureaucracy. It
should focus on the key work of the school – learning
and teaching. Evidence gathered should arise from
your ongoing work.’
‘Quality indicators or themes from different quality
indicators can be bundled together to enable a focus
on a particular area of work such as family learning,
employability skills or ensuring equity.’

44. Identifying a suite of indictors
Task
Looking through HGIOELC quality indicators and themes, identify which ones relate to the practical example.

45. Identifying a suite of indictors
QI 1.1 – all three themes
QI 1.2 – professional engagement and collegiate working theme
QI 1.3 – all three themes
QI 2.3 – planning tracking and monitoring theme
QI 3.2 all four themes

46. Example of a “suite of indicators”.
1.2 Leadership of Learning – To what extent does our own professional learning reflect the needs of individuals ? How confident are we at building on the knowledge and skills of individual skills and interests which lead to improvement
2.3 Learning Teaching and Assessment – Planned experiences are developmentally appropriate and tailored to meet all children’s individual learning needs
2.4 Personalised Support – Where appropriate, learning targets are in place specific to individual children
2.6 Transitions – We actively work in partnership with others, including the named person, to ensure transition arrangements are effective for all children, in particular for requiring additional support.
3.1 Ensuring wellbeing, equality and inclusion – We have effective strategies in place which are improving progress for all children with a focus on those facing challenges such as children from our most deprived area, those who are looked after and those with additional support needs

47. The How How do you know?
The triangulation of evidence based information:
Observation of practice
Review data
Gathering people’s views
All lead to a robust evaluation of the settings capacity for continuous improvement.

48. Evaluate Monitor Check Watch Assess Observe Appraise Keep an eye on
Supervise
Scrutinize
Examine
Assess
Appraise
Weigh up

50. Sophisticated approach to improvement
What difference are we making?
Who are we learning from?
21st century learners – ahead of the curve

51. Standards & Quality
and
Improvement Plan

52. STANDARDS AND QUALITY REPORT
This should be informed by ”intelligence” gathered through self evaluation from a variety of sources
The report should be written using evaluative language / statements
Informed by information on the impact of current priorities
How have you gathered the information?
Use HMIe reports – if under 2 years old
Care Inspectorate reports
Self evaluation exercises – using RANGE of documents – HMIE / CEC/ audit toolkits
Not delusional
CEC audit toolkits

53. Effective self-evaluation should focus on:
Improvement for the learner
High aspirations and expectations
Knowledge of local community
Partnerships
Removing barriers to success
Identifying strengths and areas for improvement
Involvement of all stakeholders
Inward, outward, forward
Evidence of impact
Self-evaluation to drive change

54. Literacy toolkit – indoors and out Numeracy toolkit Technology toolkit
CEC support materials
Literacy toolkit – indoors and out
Numeracy toolkit
Technology toolkit
Building the Ambition toolkit
Pre birth to three toolkit

55. https://blogs.glowscotland.org.uk/ce/EarlyYears/
Early Years Blog