Early Years and Childcare Aspiring Leadership Programme

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

2. Review of last week…

4. Focus of this sessionHGIOELC- 1.1 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..............

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

9. Michael fullan: the three keys to maximising impact

12. 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. AimTo 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 beginningLooking 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 HowHow 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 • Observe • Keep an eye on • Supervise • Scrutinize • Examine • Assess • Appraise • Weigh up

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