Early Years Leading the Strategy

1. Early YearsLeading the Strategy Locality Meeting 2 January 2019

2. Agenda • Welcome & Updates: • 1140 expansion • Girfec • Elips • Self Evaluation: • QI- 3.1 Ensuring wellbeing, equality and inclusion & BtA 7.5.1-Wellbeing • Edinburgh Learns Strategy - HWB • Updates: • Deferrals • Transition Report • Self Evaluation: • QI- 2.3 Planning, Tracking and Monitoring • QI-3.2 Securing Children’s Progress

3. Developing a Culture of LEADERSHIP • The main thing is to keep the main thing the main thing: • The synergy of interdependence: First things first together • Empowering and enabling for all staff and for all children

4. Core CEC Resources to support CLPL

5. A BLUEPRINT FOR 2020: THE EXPANSION OF EARLY LEARNING AND CHILDCARE IN SCOTLAND Progress Next Steps in Edinburgh

6. Progress since starting in August 2017

7. From August 2019Extending opening times in Early Years settings. 8.00am – 6.00pm

8. From August 2019 • All existing partner settings providing ten places • Childminder provision in all high school clusters • 2 Forest kindergartens • 6 new build nursery classes (Echline, Granton, St Mark’s, St John Vianney, Craigentinny and Nether Currie) • Central Admissions database.

9. Consultation with settings moving from term time to all year August 2020

10. National Standard Criteria • Staffing, Leadership and Management. • Development of children’s cognitive skills. • Physical environment. • Self evaluation and improvement. • Parent, carer engagement in the life of the setting. • Inclusion. • Business sustainability. • Fair work practices. • Payment processes. • Food

11. National Standard session for providers Faith Mission Wednesday 6 March 1.30pm – 4.00pm Donna.murray@edinburgh.gov.uk

12. Key Early Years Policies • Number of settings including St Catherine’s and Tollcross are happy to share examples of their Policy Overviews • Share on the EY Blog • Ensure that they are adapted to your own context and are reviewed and embedded into practice

13. GIRFEC – Health visitors are piloting an information gathering form. • Health visitor gather information from all professionals involved using new GIRFEC form. • Early years staff obtain permission from parents to share information and return the form to health visitor.   • Pilot for 3 months – feedback to health visitor.

14. ELIPs -Early Learning Improvement Partnerships Why…? • 1140 – good thing if… • What is the common factor in high quality ELCC? • How can we best support this?

15. What now? • Volunteers • Audit • Test of change • ICT • Flexible!

17. Structure • Aims • Background: national, local context and research • Evaluating progress in health and wellbeing • Key strategic actions • Roles, remits and responsibilities • Health and wellbeing – key strategic components • Appendices • A5 booklet

20. ‘There is no doubt the health and wellbeing of children and young people impacts on their ability to access learning. Pupil wellbeing is linked to attainment and a range of factors such as social and emotional learning, an assets-based approach and supportive school communities contribute to this’ Noble et al 2008

21. Resilience Building • Positive relationships and role models • Building on children’s strengths, interests and passions • Developing good social and emotional skills • Being the key adult who can support children/young people • Participation and engagement • Fostering a sense of meaning and belonging • Actively promoting and encouraging high expectations • Promoting kindness, compassion and caring for others • Supportive families, supportive schools and supportive communities

23. ‘ Positive relationships impact on attainment. The climate of the classroom and the school community are very influential in supporting learning. Where learners feel there is a climate of trust, they are more likely to have confidence to share what they don’t know and so get feedback on what they need to do to improve their learning’ Hattie J and Yates G 2013

24. Assessment or evaluating progress? • Pupils Wellbeing Questionnaire/Secondary Pupil Survey • Pupil self evaluation using the wellbeing indicators • Participation and engagement e.g. Leuven scale, wider achievement • Inclusion - attendance, late coming, exclusions • Evaluation from parents and partners using the wellbeing indicators

26. Key components to support HWB • Health and wellbeing responsibility of all • Planned progressive HWB curriculum • Self-evaluation and planning for HWB • Professional learning for HWB …………. across these we all have a responsibility to make it happen

27. Roles, remits and responsibilities • Chief Education Officer • QIEOs and other council officers • Head teachers • Nursery Managers • Staff

33. Coffee & Chat

34. Deferral Update • Paperwork has been sent out to all settings • Applications must be returned by 31st March 2019 • Signed by Head of Setting to advise if it is being supported or not • Discretionary applications must have CPM, Proposed Plan & supporting reports

35. Transition to Primary 1 Project • Good practice • Aim for next year to have one consistent book • This year clusters have already planned projects Report 2019 • Reviewed and hopefully streamlined paperwork • Will be emailed out to settings week beg 5th February • Attach either Trackers or Developmental Overview sheet

36. Focused Self-EvaluationYear 1 2017-18

37. Focused Self-EvaluationYear 2 2018-19

38. 2.3Learning, teaching and assessment 3.2 Securing Children’s Progress This Photo by Unknown Author is licensed under CC BY-SA

39. So far…. • 80% attendance at ‘planning with children’ training events • On-going support as part of Early Years team visits • Settings identifying high quality observations as an area of development • Milestones

40. What’s next… • Short life working group • Request for feedback – survey monkey? • Developmental milestones to be reviewed and guidance developed • Observation guidance added to materials on the blog • Training opportunities identified and CLPL to be offered eg Observations • 0-3s milestones format to be produced

41. HGIOELC? 2.3 Effective use of assessment2.3 focuses on us and our practice – what are we doing that makes a positive difference? Practitioners make very good use of high quality observations and interactions to make accurate judgements about the progress being made by babies, toddlers and young children. Observations are used to inform appropriate and well-timed interventions and future learning We have high expectations for all our children.

42. HGIOELC? 2.3 Effective use of assessment Our approach to capturing and recording children’s progress and achievements at key points in time provides reliable evidence which leads to significant improvement to learning and developmental outcomes for children Through talking together with colleagues… we have a shared understanding of children’s progress and achievements as they grow and learn Practitioners make good use of learning profiles to support children to reflect on their learning

43. Activity Video nursery makes cakes Carterhatch Question could be – observing the children, what can we say about their: • knowledge • Skills • attitudes

44. 3.2 Ensuring Children’s progress… from HGIOELC 3.2 focuses on our children – how well are the progressing and why? • From the earliest stages children are supported to make choices and to talk about their learning • …they acquire the necessary knowledge, learners, skills and attitudes, needed to continue to be motivated lifelong

45. Ensuring progress… from HGIOELC 3.2 • Practitioners know each child very well as an individual and as a learner • Using this knowledge together with our sound knowledge of child development, we are ensuring that significant learning is identified and very effectively built upon

46. 3.2 Securing Children’s ProgressKey Messages from Education Scotland • Ensuring progress and Differentiation • Evidencing progress over time • Children’s leadership • Creativity and problem-solving as indicators of high quality

47. Ensuring and evidencing progress over time 3.2 Graffiti Wall Activity: What works well? Ensuring progress and Differentiation Evidencing progress over time

48. Working with Education Scotland and Care Inspectorate Key Messages- • Know your own setting – self-evaluation • Look outwards • Clear vision for improvement • Plan steps forward • Professional learning • Lots of professional dialogue!

49. …and finally! Evaluation and Feedback Survey Monkey Link