Early Years Quality Matters October 2018 Welcome Early
Early Years Quality Matters October 2018
Welcome Early Years Team Changes: Lynn Paterson – Schools and Lifelong Learning Manager Donna Murray – Senior Education Manager (Seconded) Gillian O’Rourke – Quality Improvement Education Officer Paula Dennis - Quality Improvement Education Officer Bex Carter - Quality Improvement Education Officer (Seconded) Georgina Cronin – Operational Support Officer
Agenda Giving children rich and exciting play and learning opportunities Agenda: Early learning and Childcare – Update Focus on quality using: HGIOELC QIs: ü 2. 2 - Curriculum Rationale ü 3. 1 & (Bt. A) 7. 5. 1 Coffee Pedagogy and more!
National update – expansion of ELC • 2020 – funding follows the child – 1140 hours entitlement for all 3 , 4 and eligible 2 year olds • increased choice underpinned by a national standard to ensure quality • Provider neutral – LA/partner providers/childminders • LAs – retain statutory responsibility for ensuring entitlement / guarantors of quality / set payment rate for partners
National update – the Standard Proposed criteria • Quality – staffing/care and learning/physical environment/SQIP. Grades must be good or better • Accessibility – equality of access for all children • Business sustainability • Fair work practices – paying real living wage • Payment Processes – funded hours free at the point of access • Outdoor learning • Food – a free meal will be provided during each session
National update – Service Model • Consultation closed – analysis taking place and SG to finalise Standard by end of year • Scot Exel producing a suite of operating guidance by end of MAY 2019 to support standard – • guidance re determining local sustainable partner payment rates • (CEC currently proposing £ 5. 31 ) • Guidance and templates re becoming a funded provider/ and procurement
Education Children and Families Committee 14 August 2018 Committee approved • Proposed phasing in expansion plan for each locality (list has been issued and emailed to all settings ) • Increasing the number of settings open all year round between 8. 00 am and 6. 00 pm. • Setting up of a working group to explore centralisation of the allocation of ELC places • The capital investment plan – planned new builds Noted • The risks to the Council’s ability to deliver the expansion from August 2020 (Workforce/Infrastructure/parental expectations )
Edinburgh’s 1140 Early Learning and Childcare Locality/City Model 38 weeks 9 am-3 pm between 38 - 52 weeks Flexible Where will I go for early learning and childcare Blended Early Years Setting and Forest Kindergarten Two x 10 hour days + One day 2 hours 55 min Two x 9 hour days + One day 4 hour 55 mins Two x 10 hour days + 14 flexi days
This session 2, 500 children accessing 1, 140 hours • This session a total of 46 Local authority settings • Three Forest Kindergarten sites this session. Laurieston Castle, Cliftonhall and Cammo. • Eleven partner providers • We’ve recruited 86 MA/Trainee posts for early years and received over 500 applications.
Year LA Proposed Progress and next steps Forest Kindergarten Partner Provider Childminder New Builds Number of children approx 2017 -18 21 2 FK’s 3 nursery classes 0 7 5 1, 000 2018 -19 41 3 FK’s 5 nursery classes 11 7+ 3 2, 500 2019 -20 45 7 FK’s 13 Nursery classes 114 35 0 Up to 5, 000 2020 -21 96 7 FK’s 13 Nursery classes 114 + 55 12 11, 000 2021 -22 96 + 7 FK’s + 13 Nursery classes 114 + Unknown 3? 11, 000
Preparations for going forward Communication • Trade Unions • Staff • Parents • Partners Staffing Review – Revised Models
Focused Self-Evaluation Year 1 2017 -18
Focused Self-Evaluation Year 2 2018 -19
Taking a closer look at: HGIOELC 2. 2 & 3. 1 and Bt. A 7. 5. 1 2. 2 CURRICULUM 3. 1 ENSURING WELLBEING EQUITY AND INCLUSION • Rationale and design • Wellbeing • Learning and developmental pathways • Fulfilment of statutory duties • Pedagogy and play • Skills for life and learning • Inclusion and equality 7. 5. 1 – A focus on the Young Child What do they need? • Wellbeing
2. 2 Curriculum - Curriculum Rationale ‘It is important to ensure that everyone within the setting is clear about what they are aiming to achieve through the curriculum. When a setting has a rationale for its curriculum, it means everyone involved in the setting can answer the question ‘What do we want for our children and how will we work together to achieve this? ’ TO DEVELOP A STRONG RATIONALE: • What are the key influences on your practice? • As a team, what are your beliefs about education, children and childhood? Consider how often you make time to discuss such issues with colleagues in your setting. • Do you have a strong rationale for what you do? How do you communicate that with others? In what ways have you involved children, parents and colleagues in the design of your rationale?
Well-being at the heart of the curriculum HGIOELC - 3. 1 BTA – 7. 5. 1 • Health and wellbeing is fully embedded in the daily life of the setting and consistently promoted by all practitioners. • Experiences which… • Within and beyond our setting there is a shared understanding of wellbeing and children’s rights. Full account is taken of children’s rights and is considered in respect of their stage of development including when planning learning across the curriculum. • An environment which… • Adults who…
Activity: Discuss in your groups Within your setting? How do you make the wellbeing indicators meaningful? Are they embedded in relationships and approaches to practice- how do you know? How is the importance of wellbeing recognised and actively promoted within your setting?
An example of good practice: An example of a high quality curriculum rationale from Tynecastle Nursery School. Stella Brown Head Teacher talks about the process of developing her visual representation with her staff. Video clip will be on the EY Blog.
Quality matters for the children! Research recognises that the skill of practitioners (and how they interact with children to support their learning and development) is the most important element of quality.
What is Sustained Shared Thinking? “Sustained shared thinking: An episode in which two or more individuals “work together” in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend. ” Siraj-Blatchford et al. , REPEY, Df. ES, 2002
Why is Sustained Shared Thinking so powerful? • Two way conversation where both parties are learning • Children are at the centre • Adult following the child's lead • Extends children's knowledge • Improves children’s own metacognition (thinking about thinking)
Activity: Reflect and discuss ‘Do I take the time to talk to ‘someone’ and not always ‘everyone’? What impact does this have? Julie Fisher
How do we support Children’s sustained shared thinking? It may include the adult: Tuning in • listening carefully to what is being said, observing body language and what the child is doing Showing genuine interest • giving your whole attention, maintaining eye contact, affirming, smiling, nodding Inviting children to elaborate • ‘I really want to know more about this’
How do we support Children’s sustained shared thinking? It may include the adult: Suggesting • ‘You might like to try doing it this way’ Reminding • ‘Don’t forget that you said that this stone will melt if I boil it’ Using encouragement to further thinking • ‘You have really thought hard about where to put this door in the palace but where on earth will you put the windows? ’
How do we support Children’s sustained shared thinking? It may include the adult: Re-capping • ‘So you think that…’ Offering your own experience • ‘I like to listen to music when I cook dinner at home. ’ Clarifying ideas • ‘So you think that this stone will melt if I boil it in water? ’
How do we support Children’s sustained shared thinking? It may include the adult: Offering an alternative viewpoint ‘Maybe Goldilocks wasn’t naughty when she ate the porridge’ Speculating • ‘Do you think the three bears would have liked Goldilocks to come to live with them as their friend? ’ Reciprocating • ‘Thank goodness that you were wearing wellington boots when you jumped in those puddles. Look at my feet they are soaking wet’
How do we support Children’s sustained shared thinking? It may include the adult: Asking open questions • ‘How did you? Why does this. . ? What happens next? What do you think? ’ Modelling thinking • ‘I have to think hard about what I do this evening. I need to take my dog to the vet’s because he has a sore foot, take my library books back to the library and buy some food for dinner tonight. But I just won’t have time to do all of these things’ Adapted from Siraj-Blatchford (2015)
How do we support Children’s sustained shared thinking? Positive Questioning “I don’t know, what do you think? ” “Have you seen what x has done? ” “I wondered why you had. . ? ” “What would happen if we did. . . ? ” Positive Statements “That’s an interesting idea. ” “I like what you have done there. ” “You’ve really made me think. ” Adapted from Siraj-Blatchford (2015)
Developing Sustained Shared Thinking Ella: I got red balloon. Adult: Yes, you’ve got a red balloon. Ella: It’s mine! Adult: Is it yours? Ella: Yes What might you have said as a practitioner? Kathy Brodie (2014)
It could have looked like this: Ella: I got red balloon. Adult: Yes, you’ve got a big red balloon. Ella: It’s mine! Adult: Is it? Where did you get it from? Ella: From the party. Adult: Tell me about the party. Ella: Kirsty’s birthday. Adult: Is it Kirsty your cousin or Kirsty from nursery? Ella: From nursery, with Alyshea and Hannah. I had cake and water. Adult: What do you like to drink best? Ella: Water and milk. . . Milk at home, my mum makes, cos it’s warm. Kathy Brodie (2014)
Activity Discuss the dialogues at your table. - Are the practitioners using any of the strategies to support sustained shared thinking? - Are there strategies that might have helped extend the children’s thinking?
Key points: ü Extend conversations and problem solve out loud ü Watch for opportunities as children play ü As a team, support each other to continue rich conversations ü Listen actively ü Question positively ü Enjoy!
Evaluation
- Slides: 34