EARLY YEARSVALIDATEDSELF EVALUATIONOCTOBER 2012

CPD OPPORTUNITIES

Curriculum Advice

ACTIVE LEARNING

Literacy

KEY DEVELOPMENTS

KEY OUTCOMES

MEETING NEEDS

DO WE DELIVER?

LEADERSHIP

MANAGEMENT

IMPROVEMENT

POSITIVE STARTS

Curriculum AdviceCurriculum Advice docu-ments have been issued during session 2011/12 in relation to:

literacy•transition•planning•early level classes•under 3’s planning pa-•per.

An extensive CPD pro-gramme has accompanied these documents and is available through a CPD cal-endar to all practitioners.

LiteracyLiteracy has been a focused development area and has incorporated the following:

reading Initiative•phonics•I Can•Bookbug.•

Literacy is being reviewed under the Literacy theme but is core feature of Early Learning in Argyll and Bute.

CPD OpportunitiesActive MathsLynda KeithLiteracy DevelopmentsSally Featherstone, Alice Sharp and Anne NeilOutdoor learningForest Schools, Creative Star, Outdoor Learning Confer-ences

EARLY LEARNING

KEY DEVELOPMENTSThe Early Learning Programme in Argyll and Bute has been and is still developing to meet the ambitious intentions of Curriculum for Excellence to reform how and what children will learn so that they are equipped to face major challenges arising from globalisation, economic uncertainty and social and technological change.

For this to be successful all staff In Argyll and Bute working in early years need to understand in depth the expectations of Curriculum for Excellence and to develop their practice to meet these new challenges. Curriculum for Excellence has implications for:

curriculum design•how knowledge and understanding are developed•how to enable children to develop thinking skills and skills for learning, life and •workunderstand the relationship between learning and teaching to achieve broader •outcomesunderstanding of assessment and assessment practice•partnerships between those who contribute to learning •supporting learning and development.•

In Argyll and Bute we have supported staff to develop their own skills in the above areas and to take forward a variety of initiatives and developments which have impacted on the Early Level Curriculum.

At the heart of this work are the teaching and learning approaches (pedagogy) which will make the real and lasting changes to early learning. We are committed to early learning providing our children with the tools to equip them to become lifelong learners. We are clear that when we talk about learning, teaching and development we need to consider more deeply:

our understandings of the many ways in which children learn and the need to •add to and extend our own knowledge consistently what we mean by children being central to their own learning, whether we are •allowing for personal choice and individual responses whether we are giving children enough time to allow them to deepen and •develop their own theories and demonstrate their understandings whether we are recognising and valuing children’s existing capabilities, interests •and perspectives, and building on these to ensure valuable, coherent and challenging experiences whether children are actively engaged in their learning, and whether it is •purposeful, enjoyable and relevant to them whether we are giving ourselves enough time to support learning, not just across •a variety of contexts, but also in depth.

Work on early learning began after the publication of Building the Curriculum 2 to support the development of “the curriculum for the pre-school sector and the early years of primary as one level”

ACTIVE LEARNING

Actions 2008-2009 2009-2010

Active learning3-18

Gather Information on the quality and extent of active learning at the CfE early and first levels and publish Play Pilot report.Develop draft guidance on the principles of active learning.Roll out active learning through Play at Early Level staff development.

Gather information on the quality and extent of active learning. Disseminate guidance on principles of active learning to all schools.Share practice on education website and GLOW.

2010/11 Audit of schools taking forward Early Learning Classes. Evaluate needs identified to develop Early Learning Classes.Development of literacy curriculum through: Learning to Read and Teaching Phonics, Reading Initiative.

2011/12 Pilot of Early Level Classes across 10 Schools and Pre-5 units (Stage 1)P1 Teacher Development DayHALCO literacy groupNAR developments in 3 pilot areas

2012/13 Stage 2 Early Level Classes build on Stage 1 and extend to additional 10 establishments.Identify 12 P1 classes to take forward development work related to curriculum design and related to raising attainment.

The initial focus for development was within the pedagogical approach of active learning. Curriculum for Excellence, Building the Curriculum 2:“Active learning is seen as an appropriate way for children to develop vital skills and knowledge and a positive attitude to learning. Active learning is learning which engages and challenges children’s thinking using real-life and imaginary situations. It takes full advantage of the opportunities for learning presented by spontaneous play, planned purposeful play, investigating and exploring, events and life experiences, focused learning and teaching” A group of Schools and Pre-5 centres were invited to take part in a year’s pilot of active learning, this was called the Early Level Play Pilot (Session 2007/08) and involved the following schools/units:Achaleven Primary, Castlehill Primary, Easdale Primary and Pre-5, Gigha Primary and Pre-5, Innellan Primary, Kirn Primary and Pre-5, Rhu Primary, Rothesay Primary and Pre-5, Campbeltown Nursery.It was important that the pilot schools selected reflected the diversity of educational establishments within Argyll and Bute as the strategies imple-mented in one school may differ from another according to individual circumstances.

The aim of the pilot was to involve both teachers and pre-school practitioners in reviewing and trialling a range of methodologies and resources to develop high quality learning through play at the early level. To support this participating schools were involved in a number of staff developments days involving local authority staff and Lynda Keith of Strathclyde University. During these days they were given the opportunity to take part in professional discussion about active learning, what it should look like and how it could be managed in a range of settings. Throughout the year long pilot the schools had to implement new ideas and strategies continually reflecting and documenting the impact of their innovations on the children’s learning and development. The results were collated in a document which was then used to share active learning approaches across establishments in Argyll and Bute (Early level Play Pilot).

All schools and pre-5 units were then encouraged during session 2008-2009 to become involved in active learning at the early level. This was detailed in CFE Action Plan 2008/09:

This work was supported by a variety of courses and twilights. During this period good practice was identified and shared across the authority via GlOW and twilight courses for cluster groups. An active learning paper was issued based on this good practice in 2009 and establishments encouraged to relate to their practice. This was followed up during visits and professional dialogue with members of the QIT and Early Years.The pilot schools continued to be involved in pioneering work on active learning and took part in a project to build on developments. This involved pupils learning through play, exploring and experiencing. Schools tried out ways of not only keeping parents up to date with new developments in active learning, but also providing opportunities for parents to become ‘actively’ involved to the extent of working in partnership with parents to plan pupils’ learning. This work was shared nationally and can be found at http://www.educationscotland.gov.uk/parentzone/getinvolved/sharing-ideas/argyllandbute.asp

Early Learning Developments were built on as follows in the improvement agenda:

2009/10During session 09/10 the focus for development of active learning was through an interdisciplinary learning approach. Argyll and Bute guidance

paper on interdisciplinary learning and focus for Storyline approach were shared across schools and good practice shared through GLOW and author-ity working party.The second area of early learning development was through the focus ap-proach in literacy (as detailed in Literacy Theme).2010/11Many of the smaller pre-5 units and schools in Argyll and Bute were dis-covering the difficulties of working with small numbers of children whilst developing an active learning approach. An audit of numbers and suitable resources was undertaken and a decision was made to take forward an early level class pilot with initially 9 establishments. These establishments were: Lochgoilhead, Drumlemble, Gigha, Keills, Easdale, Kilninver, Strath of Appin, Kilmartin, Inveraray.

The aim of this pilot was to create a climate in which creativity can thrive and drive early level learning for small children and was rooted in the already good practice of active learning. This work was to be carried out during the session 2011/12. Training was provided for the schools with Alice Sharp from Experiential Play. The aim of this support was to challenge both teachers and early years workers to:•identifythedifferencebetweenactivitiesandexperiences•createchallengewithintheactivitiesasmanyactivitiesstillappearedtobe quite structured•reviewtheexplorationandinvestigationwithinlearningopportunities•offermorefreedomandchoiceatendof‘learning’formaltasks•createmoreopportunitiesforchildinitiated,inventiveandexplorationand encouraging working of problems.

2011/12Early Level Classes.Evaluation for the pilot was very positive and each situation met the tasks in a variety of ways. The following evaluations were given:

The children are happy enthusiastic, confident, can work together, full •of ideas enjoy challenges – we must be doing something right.Bringing a greater understanding of the worth of this approach. Par-•ents, children and staff-ownership responsibility and empowerment.Learning has been imbedded in a better way and has been remem-•bered articulated and spoken about at home.Challenging thinking, a deeper learning, more confident children.•Children are able to have a voice when creating their environment •for learning i.e. their corner – their ideas of what a cave /place should be like.Promoting and developing a learning environment where children •are able to develop thinking skills with a specific focus on self man-agement and encouraging our children to be more participative in their learning. Enquiry – children coming up with effective questions.•A need to stand back and reflect on what’s happening more.•

A draft reflective document on this work is available and will be shared with schools during session 2012/13. During session 2011/12 there was discussion with some of the larger schools and their wish to review the P1 curriculum structure. A P1 teacher development day was organised for June 2012.From the success of this day it has been agreed to work closely with a pilot group of P1 Teachers and their classes to develop a creative curriculum based on the aim of the early level class pilot. This will take place during session 2012/13 and the following primary schools will be involved: Rhu, Rothesay, John Logie Baird, Glassary, Tobermory, Lochgilphead, Tarbert, Park, Kilcreggan, and Ardrishaig.The work from this will be incorporated to the overall strategy for creative curriculum in early years which will be published in 2013/12.

CONTINUED AND NEW DEVELOPMENTSLiteracy, numeracy and outdoor learning continue to be a high priority.P1 pilot group - begin work on 20th September 2012.Extension of early level, using the pilot group as mentor.Working partnership with Stramash Outdoor Nursery and development of outdoor learning.Development work with partner providers on early learning.Continued leadership training opportunities at all levels.

The Service plan for Argyll and Bute’s Early Years Team, led by Quality Improvement Manager is closely linked to the following National Outcomes:

National Outcome 4. Our young people are successful learners, confident individuals, effective contributors and responsible citizens.National Outcome 5. Our children have the best start in life and ready to succeed.National Outcome 8. We have improved the life chances for children, young people and families at risk.

The 3 main priorities continued over the next 2 year periodPriority one: qualityEnable all service providers to develop and implement services which take account of and learn from research evidence and evaluation, best practice and the outcomes from emergent and innovative practice.

Priority two: engagementPromote parents involvement in their children’s learning and offer learning opportunities that will help them support their child’s learning and development.

Further involvement with schools and units to develop Curriculum for Excellence at the Early Level.

Priority three: preventionSupport parents to help them understand their responsibilities and to develop the skills needed to provide a nurturing and stimulating home environment free from conflict.Embed the work of early intervention strategies within early learning.

All early level settings in schools and pre-5 units have been involved in delivering their curriculum through active learning methodology. This worked is being shared with parents and is a core foundation for continued development of a creative and child centred curriculum. A number of early level classes have been established and this work continues to be developed.

A greater degree of partnership working between P1 teachers and early years staff is taking place. The quality of interaction and professional support is very encouraging and needs to be built upon. In some settings there has been a re-design of early

level curriculum and this continues to be an area for focus and evaluation.

All settings are using the Es and Os from Curriculum for Excellence to plan learning. There needs to be a review of the use of these within a creative curriculum and will become a focus for self-evaluation in 2013/14. This will be informed by the work on the early level class pilot.

There has been a continued improvement in performance which has been evidenced by data from:Argyll and Bute Commissioning Team“As at June 2012, 65 of 78 pre school providers were scoring a 4 or better. This has improved from 59 the previous year”

The following data and information all currently indicate an improving service impacting on early learning:

SSCSWS - Care Inspection•Education Scotland (HMI)•Pyramid•number of graduates in BA in Childhood •Studies increaseduptake of CPD•Improvement Plans.•

OUTDOOR LEARNING

“Outdoor learning experiences are often remem-bered for a lifetime. Integrating learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, provides relevance and depth to the curriculum in ways that are difficult to achieve indoors” CfE through outdoor learning, 2010

In recent years educational establishments have been supported by The Early Years Service and partner agencies to see the de-livery of outdoor education as an integral part of curriculum delivery, on a day to day basis, as part of young people’s ongoing education. This is enhanced by the develop-ment of partnerships and shared services where possible, to provide additional op-portunities in which outdoor learning can flourish. A recent development has been the successful implementation of Forest Schools and a strong partnership work-ing with Forest Enterprise. Outdoor learn-ing has been noted as good practice and

a strength of the early years in a number of HMIe Inspection reports and follow-through reports in Argyll and Bute.

“Children are learning to care for the environ-ment and developing an appreciation of the natural world through their wild life garden. Children are also learning to care for their envi-ronment and are aware of the importance of re-cycling materials. Parents have been involved in developing imaginative and interesting outdoor and wild life projects with the children.” Clyde Cottage Nursery HMIe and Care Com-mission 2009.

Strength of the school and nursery:“Outdoor education and the extensive use of the local environment to support and extend learning in the primary classes and in the pre-5 unit.”Tayvallich Primary and Pre-5, March 2009

“The quality of the children’s outdoor learning”Colgrain Primary and Pre-5, March 2010

“Children are resilient outdoors. They ex-plore and dramatise stories in the woods, fish and hunt for ‘treasure’ on the beach.” Little Learners Nursery, April 2012

ACHIEVING

KEY OUTCOMES

MEETING STAKEHOLDERS NEEDSStake

holder NeedsHow well are

they met? Impact Evidence DevelopmentCHILDREN Access to high

quality learning experiences which enhances their emotional, social and intellectual development.

Improving EY provision from Care Inspection and Education Scotland reports.Target of support resources.Outdoor suits have been provided for all children in Pre-5.

Confident, happy children engaged in developmentally appropriate experiences which provide continuity and progression in learning. Becoming more active in their own learning. Developmentally appropriate experiences which provide continuity and progression in learning.Becoming more active in their own learning.

PLPsReporting Learning Logs.

Continued development of CfE though methodology.Children consultation is to be developed.

PARENTS To feel valued supported, informed and recognised as equal partners.

Parental questionnaires.Establishment handbooks.Transition process booklet.Events for parents.Early level pilot parent information - Keills parent booklet.Play Talk Read Bus.

Greater involvement in their children’s learning.

Questionnaire results.Feedback from events.Stats for events.

Developing parental involvement in Curriculum for Excellence at the early level which is meaningful and will make an impact on their children’s learning.P1 book gifting to engage parents in early literacy.

STAFF To develop as skilled and qualified staff with the ability to provide an appropriate high quality curriculum.

CPD courses and recognised qualification.Meeting SSSC requirements.Team support and visits from EY Service.CPD courses and individually targeted resources to units.

Improved workforce who are highly skilled.

Care Inspection.Educ Scotland.Workforce Development stats.Uptake of CPD.Inset.Twilights.Post learning logs.Evaluation.

Continued identification of requirements to improve the quality of workforce to deliver high quality outcomes.

PARTNER PROVIDERS

To be supported to provide a good level of service and informed and recognised as equal partners.

NAMS.Commissioning team visits.Analysis of improvement plans.Committee support and management of groups.

Developing partnership to improve quality provision.

Feedback from units via Early Years service members.

Continue to consult and develop the early level curriculum across partner providers. Consult on the delivery of access to 600 hours early learning and childcare.

NURSERIES AND SCHOOLS

Support and challenge to deliver high quality learning experiences which enhances their emotional, social and intellectual development.

NAMS.Visits.Reviews.Head Teachers meetings.PATHS pilot.

Improving quality provision. Feedback Care Inspection.Educ Scotland. QIO visits.Early Years service.

Continue to focus on the principle design of the curriculum.

HEALTH Support and promote health initiatives.

Delivery of Childsmile across the authority.

Continued development with health colleagues.

Review with health colleagues.

Continue to work with health partners.

THE LOCAL COMMUNITY

High quality provision for their young children which is at the heart of the community. Integrated, building community capacity.

Promote Early Years in communities through, e.g. Childcare Chatter.

Family Information Service. Data held. Continue to promote Early Years as a key to sustaining communities and lifelong learning. Consult on the delivery of access to 600 hours early learning and childcare.

SCOTTISH BOOK TRUST

Support to deliver Primary 1 Gifting Programme.

Delivered materials to all schools.

Support information available to links to CFE and twilights.

New initiatives. Link to on-going literacy developments and monitor for impact.

The development of early learning is based on the vision, values and aims of the Early Years Service Plan and the Education Service Plan.Appropriate curriculum support through guidance, resources and CPD are in place.Flexible provision of the curriculum and learning op-portunities is well planned and monitored.Early learning policies for curriculum development have a focus on outcomes and impact on children’s learning, attainment and achievement.Promote the sharing of good practice through GLOW, Sharing Argyll Learning, Childcare Chatter, Commu-nity Services’ newsletter, Early Years newsletter and through relevant CPD.

Early learning is developingthrough partnership working.Innovative practice is being developed by individual teams, units and establishments to meet the over-all vision for Early Years. CPD training is meet-ing the needs of staff and is having a greater impact on delivery in units.

EDUCATION PROCESSES

DO WE DELIVER?

HOW GOOD IS OUR

MANAGEMENT?Operational Planning Development SupportCurriculum development for early learning is clearly set out in Early Years Service Plan which relates to Education Service Plan, Children and Families Plan and to the Corporate Plan. CPD support is in place to meet the identified focus for early learning. Focus for development is shared with all units and establishments. Unit and school improvement plans are related to the Early Years priorities. QIT and Early Years Team monitor improvement plans for focus on early learning curriculum.Areas for development:Continued evaluation of early level classes and the outcomes for improved learning opportunities.

Continued development with core schools/pre-5 units building on work from 2011/12 pilot.Evaluate impact of early learning resources/guidance with partner providers.Continued development of creative curriculum.Continued development of literacy, numeracy and health and wellbeing (incorporating outdoor learning).Review of delivery of 475 hours and move to meeting 600 hours of early learning and childcare.Focus on review of early learning support available to partner providers.

A shared vision for Early Years has been established within Children and Families and Education. This vision has been shared with health col-leagues and partner providers. This requires to be continued to be devel-oped across the Council and with wider partners. Distributed leadership is essential to the work of the Early Years Service. Continued sharing of the vision for early learning is undertaken by Early Years Team widely. Early Years Leadership training opportunities were delivered in partner-ship with SSSC through innovative approach of video conferencing.QIM is currently lead for Early Years and primary and is promoting that early learning sits within the wide 3-18 curriculum. Staff are encouraged to exercise initiative, share responsibility, and adopt lead roles. The structure developed from review of Early Years was created to draw upon collective knowledge, experience, and interests of the staff and create opportunities to lead on initiatives.

HOW GOOD IS OUR

LEADERSHIP?

CAPACITY FOR

IMPROVEMENTWe are confident that there has been a strong start made to the development of early learning in Argyll and Bute. This has evolved from research basis and practical implementation which has been shared by practitioners. This strong foundation now places staff teams and the Early Years Service in a position where the curriculum can be further developed.We require to ensure that early learning provides contexts for learning that are chal-lenging, enjoyable and enterprising and include creative and investigative activities. Young people engage confidently in such activities, and are prepared to risk making mistakes because they understand that they can learn from them. Through these activities they develop skills for learning, skills for life and skills for work.

We require to work to ensuring approaches to early learning are monitored and are sus-tainable with potential for development.Deep learning involves an active process whereby the learner makes sense of his/her experience. Creating meaning in this way is at the heart of active learning and we are well placed in Argyll and Bute to continue this development through early learning. Staff commitment and enthusiasm to en-hance their skills is an important factor in our capacity for improvement.

EARLY YEARSPOSITIVE STARTSVSE OCTOBER 2012

The vision for early learning during the Early Level classes pilot was:

To create a climate in which creativity can thrive and drive early level learning for wee children in the land of giants.

W - wellbeing is central to all our lives and should be the first thought of the day , the last thought of the day and links all that happens in between.

E - emotional responses are essential to create effective memories which scaffold future learning

E - environment needs to be inviting, exciting, enabling and richC - courage to be creative, inventive, to be different, and to be unsureH - happiness is laughing, giggling, mischief making and having fun I - involvement is being fascinated, motivated, challenged and pushing

the boundries L - linking and connecting and collaboratingD - dynamic aspirations in everything in the child’s lifeR - roots need to be firmly established to take forward growth and

development of learningE - engagement is a willingness to participate, to interact, to explore and

to investigateN - nurturing is about a sense of belonging, a sense of being valued, a

sense of contribution and a sense of hope.

EARLY LEVEL CLASSES PILOT