1. Gillian o’Rourke & Isla Finlayson Qieos-early years
New to SQIP
Gillian o’Rourke & Isla Finlayson
Qieos-early years

2. 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

3. DRIVING EXCELLENCE and EQUITY School Improvement Planning within the National Improvement Framework
1. What is our local context? A shared understanding of the challenges and opportunities
2. How do we know? Effective, collaborative self-evaluation
3. What are we going to do now? A manageable, measurable annual improvement plan
4. How are we doing? An annual standards and quality report

4. Early Learning and Childcare SQIP 2019-20
Context of the Setting
Locality & Cluster
Level of teacher input
Total number of children: 0-3, 3-5 and Eligible 2s
Settings Vision, Values and Aims
Significant factors
SQIP Planning
Tackling bureaucracy
Impact –Evidence-Poverty
Focused Improvement Plan
Clarity within SQIP
Self-Evaluation – Setting with Staff, Children, Families/ Partners/ Cluster
Collaboration – Setting/ELIP/Cluster/Locality/Authority

5. Standards and Quality Report 2018-19
A true reflection of your setting recorded under the three questions from How Good is our Early Learning and Childcare (HGIOELC):
Leadership and Management
How good is our leadership and approach to improvement?
Learning Provision
How good is the quality of care and learning we offer?
Success and Achievements
How good are we at ensuring the best possible outcomes for all our children?
Next Steps
This is an evaluative document which should communicate an overview and progress against your priorities clearly for all stakeholders including parents and carers.
Use the SE data gathered from this session
Statement in time which would support if you were to be inspected
Core QI- QA measures

6. HGIOELC
Using the QIs to measure improvement and using the QIs to effect improvement

7. Evidence of improvement?
We have changed our environment for children under 3 to include more natural and open-ended resources
We have worked really hard as a staff team to re-organise the resources so that children can access them more easily.
We have bought waterproof suits for children when outdoors.

8. How good are we now?
As a result of the resources being re-organised in the playroom, children are readily making choices. They confidently take responsibility for their learning and are able to follow their interests by selecting the appropriate resources to help them in their task.
We have worked really hard as a staff team to re-organise the resources so that children can access them more easily.
Moving away from descriptive to be more evaluative.

9. Moving from descriptive to be more evaluative
QI-2.3 Learning, Teaching and Assessment
Learning and engagement
Quality of interactions
Effective use of assessment
Planning tracking and monitoring
Activity:
Consider one improvement you have made within QI 2.3 this session
What did you do?
What was the impact on the children within the settings?
What are the next steps?

10. Self-Evaluation 2018 – 2019
Complete the tables with grades as indicated:
Settings own self-evaluation using the six points scale from HGIOELC, which can be supported by CEC focussed Self-Evaluation
HMIE from most recent inspection
Current Care Inspection grades

11. Self-Evaluation Six Point Scale
Level 6 excellent outstanding or sector leading
Level 5 very good major strengths
Level 4 good important strengths with areas for improvement
Level 3 satisfactory strengths just outweigh weaknesses
Level 2 weak important weaknesses
Level 1 unsatisfactory major weaknesses

12. 2016 – 2020 Centre Self-Evaluation Working Plan for QI Engagement
Key Areas for Centre Improvement
This should be an overview of engagement with the 15 QIs from HGIOELC framework. Indicate when you engage with individual QIs including the 4 core QIs

13. Improvement Plan
Key areas for improvement recorded under the 3 categories from HGIOELC
The improvement plan pages should be displayed and should be regularly discussed and progress updated, this is a working document.

14. Task Pages Outcome and Impact on Learners The priority grid:
One task page per category
State clearly what the priority is
Indicate who has overall responsibility for this priority
Highlight the most significant QIs which relate to the priority
Task Pages
Outcome and Impact on Learners
The priority grid:
Tasks- STAN
By Whom
Resources
Timescale
Progress/Evaluation of tasks
Please indicate what impact this work will have on children’s learning.

15. STAN Targets Cycle for Improvement S-Specific T-Timed A-Aligned
N-Numerical

16. SIP Activity In pairs sort the statements under: Priority
Outcome/Impact
Task
Think about your next steps from 2.3
What would be the :
Priority
Outcome/Impact
Tasks

17. Timeline for
A summary of the SQIP should be issued to parents in August and full version should be available for parents to view on the website
To be submitted to the Early Years Team by 29th June.
Standards and Quality Report
Improvement Plan
Briefing Note for all Heads of Early Learning and Childcare Settings