Selfevaluation in Early Learning and Childcare With thanks
- Slides: 32
Self-evaluation in Early Learning and Childcare With thanks to Orkney Islands Council who shared their resources with us, supporting us in ‘looking outwards’.
Aims: What is the purpose of self-evaluation? What is the point? ü To explore the self-evaluation process ü To look at how self-evaluation supports improvement ü To make connections with current national guidance ü To share examples of how to record self-evaluation
What does self-evaluation look like in our Early Learning and Childcare setting now?
Some Common Barriers To Improvement SE is too often seen by staff as a ‘management’ exercise. SE focuses too heavily on ‘coverage’ of the QIs. SE does not always lead to improvement for learners. SE is too formulaic - evaluation of QIs rather than using QIs to evaluate.
What is self-evaluation? ‘Self-evaluation involves a continuous process of reflection and development. As part of the responsive planning process, we will be planning new experiences based on our observations of the children’s actions, emotions and words and also reflecting on our practice. However we should also take time to have a deeper and more critical evaluation. ’ Realising The Ambition 2020
What is self-evaluation? Sub-criteria 4. 1 - The setting uses relevant national selfevaluation frameworks to self-evaluate and systematically identify strengths and areas for improvement. Sub-criteria 4. 2 – The setting has a clear plan, developed in line with self-evaluation evidence, evidence from Education Scotland Care Inspectorate scrutiny activities, research and national practice guidance, to continuously improve the quality of provision and outcomes for children and families.
What is self-evaluation? The cyclical process within HGIOELC
How does this link with Improvement Plans?
Where to start? ‘To start the process it can be helpful to decide on a question to guide reflection, for example, ‘How well are we developing children’s language and literacy? ’ ‘How well are we engaging all families in their children’s learning? ’ Taking the enquiry as a starter we should consider what we do well, what difference does this make and what might be developed further? ’ Realising The Ambition 2020
Where to start?
Where to start?
Identifying a focus Choose a focus your setting needs to explore and reflect on it in some depth. The focus may come from - • • An Improvement Plan objective Something that’s not working well A current area of development nationally within ELC An aspect identified by staff/parent/child feedback
Identifying a focus ü What questions could arise from this discussion? ü What could the focus for improvement be?
Using National Guidance
Ensuring a bespoke focus on Gaelic • Advice on Gaelic Education • Statutory Guidance on Gaelic Education • Quality and Improvement in Scottish Education • Support Materials/Challenge Questions on the National Improvement Hub • At the heart of improvement for Gaelic in your setting will be an evidence base on Gaelic
What comes next? What might our next steps or actions be?
What comes next? Education Scotland’s Scanning and Scoping Cycle includes this practical tool that can help when critically reflecting on practice.
Recording self-evaluation ‘As critically reflective practice is a cyclical process we should act on developments, and also reflect on how effective these have been in improving the quality of practice. Further areas for improvement may also emerge as developments are implemented. We should consider how this process could be recorded or documented so that we can talk about and evidence the children’s development journey. Realising The Ambition 2020
Recording self-evaluation Data to gather to evidence your journey: • • • Photographs and captions/narrative Children’s work Observations, including narrative notes Audits Newspaper clippings Staff reflections Notes from group discussions Reflective notes of training, visits or changes in practice and the impact Parent and child feedback/comments Other professional’s/partner’s comments More ‘PLODs’ or ‘what next’s’
Recording self-evaluation
Ensuring impact for our children
Quality assuring self-evaluation in ELC • How do we know we are on the right track? • Settings can work together from time to moderate and quality assure their self evaluation records and learn together. Realising The Ambition 2020
CPL and Improvement Provision In Highland
Review of Learning We have discussed and reflected on: ü ü the self-evaluation process how self-evaluation supports improvement connections with current national guidance examples of how to record self-evaluation
Taking action now
Questions…?
- How good is our early learning and childcare examples
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- Early cpr and early defibrillation can: *
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- Oregon early learning and kindergarten guidelines
- Social and emotional foundations for early learning
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- Wmels domains
- Early learning sensory support program
- Stages of early arithmetical learning
- Mullen scales of early learning
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- Early years learning framework overview
- Wv early learning reporting system
- Hawaii early learning profile
- Walker early learning center
- Second step social emotional skills for early learning
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- Illinois early learning standards