Publication - Research and analysis

Early Learning and Childcare Expansion delivery trials: evaluation

Published: 22 May 2018
Directorate:
Learning Directorate
Part of:
Children and families, Education
ISBN:
9781788519069

An evaluation of 14 trials delivering 1140 hours of government funded Early Learning and Childcare.

Early Learning and Childcare Expansion delivery trials: evaluation
Annex B – Care Inspectorate/Education Scotland Local Authority Self-Evaluation Position Statement (SEPS) template

Annex B – Care Inspectorate/Education Scotland Local Authority Self-Evaluation Position Statement ( SEPS) template

Education Scotland and Care Inspectorate

Impact review evaluating the quality of the Early Learning and Childcare ( ELC) trials of delivery model for 1140 hours.

Local Authority Self-evaluation Position Statement ( SEPS)

What we will ask you to do before the visit by Education Scotland and the Care Inspectorate

The local authority contact for trials in your area should complete this SEPS and submit it to Education Scotland. The SEPS will form the basis of the discussions which we will have during our visit.

We will contact the named education authority officer directly to agree a date and time to visit the authority. This will include arranging visit/s to a sample of settings involved in the trial. It's important to note that this is not an inspection but is an evaluative visit to provide helpful information to support the ELC sector as it moves towards 1140 hours ELC. On the visit we will explore how well your specific delivery model is working to provide high-quality ELC and any barriers you're experiencing in delivering high-quality ELC within the new model. We will work with you to identify, what is working well, what could be improved and any barriers that exist or that you have overcome. It will be really helpful if you can be as honest as possible as your feedback will enable us to inform the wider expansion programme. As part of our work, we will also consider the evidence that you have to support your views of the model and what difference it is making to children and families. This may include for example observations over time, and tracking and monitoring information. Information provided may also help us to gather learning to improve the Care Inspectorate's registration and variation processes (section 2).

Please use this document to highlight key aspects of your trial delivery model as it will form the basis for discussion with members of the Education Scotland and the Care Inspectorate team undertaking the visit.

Please return the completed SEPS to sian.neil@educationscotland.gsi.gov.uk by cob 16 February 2018.

You are asked to focus on:

  • what is working well in your delivery model for delivering high-quality ELC;
  • the quality of educational experiences and care for children; and
  • any barriers to providing high-quality ELC and how these have been overtaken.

Please keep your responses clear and concise. You may prefer to use bullet points. How good is our early learning and childcare? ( HGIOELC?) and the National Care Standards may be used as a reference to support your evaluation. The questions link to HGIOELC? QI 2.6 Transitions, and QI 3.2 Securing Children's Progress and Care Inspectorate Quality Themes Care and Support, Environment, Staffing and Management.

Section 3 examples

In what ways and to what extent has the model had on children's wellbeing? Consider relationships, attachment, transitions and continuity of care for children.

  • Changes to the start and finish times of the session allow increased time to share information about the child's session. As a result parents/carers have reported in questionnaires that they have improved relationships with staff and in particular with their child's key worker and as a result children's care needs are being met more effectively.
  • Continuity of care has improved for children. As a result we have observed that children feel more secure, and settle more quickly into their time within the setting.

In what ways, and to what extent has the model had on the quality of educational experience for children?

  • As a result of children attending for an increased number of hours they are becoming increasingly confident, resilient and independent learners. Staff have an increased knowledge of the children as individual learners and are using this information to build more effectively on their prior learning to ensure they make the progress they are capable of.

Education authority:
Key local authority contact, name and email address:

Detail of setting/s included in trial:
(names, opening hours and length of year, type of provision, age range)

Details of delivery model
Please provide brief details of the changes in your service delivery as a result of the trials.

Describe briefly the main quality aspects of your delivery model that are working well:

Describe briefly the main quality aspects of your delivery model that you would like to improve:

Section 1 – General

How do arrangements for protecting children and young people, within and across the trial delivery model, take account of National Guidance for Child Protection in Scotland | 2014 (Please focus on those aspects of your service delivery distinct to the trial – for instance what are the arrangements for children attending on blended placements, or services not previously commissioned by the local authority.)

Section 2 – Staffing

In what ways, and to what extent has the model had on staff deployment and roles?

In what ways, and to what extent have any staff changes had on outcomes for children and families? Consider recruitment, qualifications, skills and experiences.

Section 3 – Care Inspectorate registration and variation process

In what ways and to what extent did the Care Inspectorate's variation or registration process (where required) have on the delivery of the model? Could the process be improved to reduce potential barriers? Consider timescales, expectations and communications.

Section 4 – Outcomes for children and families

For the following questions please include both what is working well, changes which have had a positive effect, as well as the challenges or barriers which exist or have been overcome, or changes which have had a negative effect.

In what ways, and to what extent has the model had an effect on children's wellbeing? Consider relationships, attachment, and continuity of care for children.

In what ways and to what extent has any change to the environment had an effect on the delivery of the model and meeting children's needs? Consider resources, accessibility, choice and risk.

In what ways, and to what extent has the delivery model had an effect on the quality of educational experience for children?

In what ways, and to what extent has the delivery model had an effect on the quality of experience for families?

In what ways, and to what extent has the delivery model had an effect on children becoming increasingly confident, resilient and independent learners? Has it affected how well practitioners know children as learners and the progress they are making?

In what ways, and to what extent has the delivery model had on those with protected characteristics and those who are impacted by socio-economic disadvantage?

In what ways, and to what extent has the model had an effect on transitions? This includes all types of transition, including:

  • into the setting;
  • during the ELC session;
  • where there are shared placements; and
  • when moving onto a new setting/school.

Contact