Early Years Leading the Locality Meeting 3 Strategy

Early Years Leading the Locality Meeting 3 Strategy

Early Years Leading the Locality Meeting 3 Strategy May 2018 AGENDA Agenda: Overview and Updates Care Inspectorate update National Standards Developing Young Workforce (DYW) Early Years STEM Planning Guidance

ASL Update Digital Learning & Teaching- Early Years IT National Overview National Improvement Framework (NIF) (Attainment, Equity, GIRFEC, DYW) How do we make it real in our settings? Making strong links POWERPOINT -Early Learning and Childcare and the Scottish Attainment Challenge Some key messages High-quality, universal early learning and childcare (ELC) is a key factor in mitigating low attainment

throughout schooling, particularly for children growing up with socio-economic disadvantage. High-quality ELC is generally beneficial to childrens holistic development and particular gains in cognitive development and early language can be long lasting. As the first step in life-long learning, ELC provides unique opportunities to work positively with parents and carers about their role in supporting their childs Want to read more? attainment. Click here for Section 2, Building the Ambition

Back to basics approach Taking action 1 : high-quality universal provision Building the Ambition (2014) promotes that effective early learning pedagogy to benefit all children requires a blend of: Enabling, well-considered learning environments that support the children within and just beyond their developmental stage; Enriching, stimulating and engaging experiences; and, Highly skilled and well attuned adults who understand their role in developing childrens learning

capability. Experiences Environmen ts Adults Taking action 2 : identifying the gap potential A skilled five-year-old grows from a busy four-year-old, a curious three-year-old, a cuddled two-year-old, an adventurous one-year-old and a communicative baby. J. Lindon (2002)

Do you understand the factors that affect limited progress, for example, vocabulary acquisition? What gaps might be relevant for very young children? What information do you gather from parents/carers that provides data, for example, about early language development and vocabulary?

How involved are multi-agency partners in helping you understand who may be at risk? Need help? Go to further reading. Taking action 2 : identifying the gap potential One ELC setting attached to a childrens centre had an agreed policy about the circumstances in which a child and their family would be regarded as at a disadvantage. This included children who were: showing poor speech and language for their age and stage of development. being looked after by someone other than their parents/carers, such as grandparents. those whose family was known to be involved in crime.

those who had young or teenage parents. those who had older siblings with a wide age gap between them. Source: Talking and listening across the four learning contexts via web https://education.gov.scot/improvement/sac59-talking-and-listening-across-the-four-learning-conte xts Taking action 3 : effective targeted intervention Effective targeted interventions in ELC need to: Be chosen carefully to address the main area of concern.

Have a strong evidence base with proven success. Be developmentally appropriate for childrens age and stage. Support play-based learning and early learning pedagogy.

Read more about the Education Endowment Foundation here. Interventions for equity framew ork How good is our universal provision? Click here for How Good Is Our Early Learning and Childcare? CEC - RAISING ATTAINMENT IN EDINBURGH, QUALITY IMPROVEMENT - FRAMEWORKS FOR LEARNING 2018-2023

Edinburgh Learns 3-18 Frameworks Equity in Learning Improving Quality of Learning HWB for Learning Excellence in Teaching & Learning Digital Learning (Clusters) Parental Engagement Pathways for Learning Early Years WHAT IS A STRATEGY? Tells you what you want to improve (aims & rationale) Tells you why (research & data) Tells you whos involved (roles/responsibilities) Tells you what to do (actions)

Tell you how you will measure success Explains processes to ensure ongoing QA Provides template for personalisation WHAT ELSE ?? ELC National Update: Multi year funding AGREED !!!! Revised PLAN Workforce strategy Consultation on the Service Model - closes 29 th June 2018 Consultation on Welfare Foods closes 28 th June 2018 Health and Social Care Standards WHAT ELSE ?? CEC Update Phase 2 Expansion - LA and PP

Additional graduates - 20 MA/Trainees - 90 Dates Continued focus on Universal Quality Back to Basics self evaluation approach Ipads /books FOCUSED SELF-EVALUATION YEAR 1 2017-18 FOCUSED SELF-EVALUATION YEAR 1 2017-18

SQIP GUIDANCE 2018 SQIP Planning Tackling bureaucracy more focused,-Impact Evidence-Poverty Clarity Self-Evaluation - Setting/ ELIP/Cluster Collaboration Setting/ELIP/Cluster/Locality/Authority / RIC SQIP GUIDANCE 2018 Timeline for SQIPs To be submitted to your QIEO by 29th June. A summary of the SQIPs should be issued to parents in August and full version should be available for parents to view on the website 2018/19s CEC advice to all settings is informed by key national documents

CEC Education Improvement Plan Education Scotlands Driving Excellence and Equity: Advice on School Improvement Planning 2018/19 Summary of National Improvement Plan by Drivers Add names to list as you leave if you would be interested in coming along to a focus session on SQIP June date TBC TRANSITION REPORTS 2018 2017 Transition Report Guidance issued: Transition Report with notes to support staff to complete the form Childs Profile two versions attached Parents/Carers Feedback sheet The report should be completed, shared with parents and carers and sent on to the receiving primary school no later than 9th June 2018. The childs profile should be completed with the child, two versions

attached. COFFEE & CHAT PLANNING WITH CHILDREN CURRICULUM FOR EXCELLENCE It is important that we recognise that planning and assessment is a process not an end result, that it is neither limited nor driven by paperwork, but is part of an ethos of ensuring quality experiences and environments for children in order that they develop into successful learners, confident individuals,

effective contributors and responsible citizens. NATIONAL GUIDANCE Its all connected Childrens interests and needs Child brings: Spontaneous Child has control and leads learning Child involved in planning whats next along with

adult Provides context for observation and assessment Provides context for developing skills OBSERVATION IS KEY Responsive/ consultative/ short-term planning Their own history and knowledge

Their own emotional wellbeing Their own impulses and needs Co-construction of environment High quality interactions and learning conversations Promotion of learning in

contexts meaningful for child Their own ideas and plans Adult/child negotiations re expectations and what is important Their own barriers

Sustained shared thinking Childs view of continuous provision Effective promotion of skills Childs View Rich learning High quality

Relevant contexts Adult brings: Knowledge of the curriculum and skills to promote Opportunities for the intentional promotion of learning Possible lines of learning planned by adult

Possible assessments planned by adult through play and learning opportunities Adult view of record-keeping Flexible enough for children to lead learning within this Adults own

strengths and areas to develop OBSERVATION IS KEY Adults view of continuous provision Adults ew long term/medium

term planning ITS ALL CONNECTED Responsi ve/ consultati ve planning Continuo us provision Planned

experien ces ITS ALL CONNECTED Curriculum Rationale: We are clear about the purpose of our curriculum framework. It is based on shared values and takes full account of local needs and circumstances. Our very good understanding of pedagogy and play in learning is evident in our delivery of the curriculum for babies, toddlers and the young child. [HGIOELC p.25] Planned experiences [long and medium term planning]: Building the Ambition describes planned learning as what the practitioner wants children to learn within a caring, nurturing environment - the intentional promotion of experiences and interactions which are important for young children to learn. [BTA p. 51] Continuous provision [ie. layout, resources, learning experiences] is a very significant part of childrens Early Years experience. This guidance encourages your team to look at your provision from the childs point of view. Are you providing high quality to support childrens learning? Responsive/consultative planning [short-term planning]: Children learn as they play, and we need to observe, listen, respond and consult with our children. Responding to childrens interests and needs is at the heart of

planning, particularly for our youngest children. Planning learning involves both the adult and the child. FURTHER TRAINING Introductory sessions: 18th June either 9.30 11.30 or 12.30 2.30 Training over 2 sessions in localities next term: NE: 11/9/18 and 25/9/18 NW 10/9/18 and 24/9/18 SE 18/9/18 and 1/10/18 SW 19/9/18 and 2/10/18 This will look at observation, suggested formats, continuous provision, tracking development

AND FINALLY! EVALUATION AND FEEDBACK www.surveymonkey.co.uk/r/ltse ye

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