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Identifying Links Within National Guidance To support your use of National Guidance within critically reflective practice and self-evaluation this document aims to signpost significant links between HGIOELC and Realising the Ambition and between HGIOELC and The National Standard for Early Learning and Childcare Providers.By the very nature of these guidance documents this cannot be an exhaustive list. During your reflective use of these documents you may find other links which relate to the aspect of provision you are evaluating. 3538220137795Links between HGIOELCand The National Standard00Links between HGIOELCand The National Standard266700145415Links between HGIOELCand Realising The Ambition00Links between HGIOELCand Realising The AmbitionRealising the AmbitionHGIOELCQuality Indicator & ThemeThe National StandardFor Early Learning and Childcare Providers1.1 Self-evaluation for self-improvement7.2 What does high quality practice look like?7.3 Using critically reflective practiceCollaborative approaches to self-evaluationSub-criteria 4.1 - The setting uses relevant national self-evaluation frameworks to self-evaluate and systematically identify strengths and areas for improvementSub-criteria 5.1 - There is open and regular communication with parents and carers about the work of the setting and families are meaningfully involved in influencing change7.2 What does high quality practice look like?7.3 Using critically reflective practiceEvidence-based improvementSub-criteria 4.2 - The setting has a clear plan, developed in line with self-evaluation evidence, evidence from Education Scotland and Care Inspectorate scrutiny activities, research and national practice guidance, to continuously improve the quality of provision and outcomes for children and families7.1 Why we should focus on quality?7.2 What does high quality practice look like?7.3 Using critically reflective practiceEnsuring impact of successes for children and familiesSub-criteria 1.1 - Care Inspectorate quality evaluations are good or better on themes that relate to quality of staffing, management and leadershipSub-criteria 2.1 - Care Inspectorate quality evaluations are good or better on the theme relating to quality of care and supportSub-criteria 3.1 - Care Inspectorate quality evaluations of good or better on the theme relating to quality of environmentLeadership of learning1.4 Making it happen - developing the workforce5.4 Leading through learning together with families (p60)Professional engagement and collegiate workingSub-criteria 1.4 - All SSSC registered staff in the setting are achieving a minimum of 12 hours per year of Continuous Professional Learning1.4 Making it happen – developing the workforce.5.2 What do we mean by pedagogy and pedagogical leadership?Impact of career-long professional learningCriteria 1 - Staffing leadership and management4.3 Play pedagogy from the beginning of ELC and beyond.5.1 What is the early childhood curriculum?6.3 Facilitating playful learning environments Children leading learningSub-criteria 2.2 - The setting must have a framework to support children’s learning that is informed by national guidance and is appropriate to support individual children’s development and learning focused on active learning through play1.3 Leadership of change7.2 What does high quality practice look like?5.4 Leading through learning together with families (p59, paragraph 3)Developing a shared vision, values and aims relevant to the ELC setting and its communitySub-criteria 4.2 - The setting has a clear plan, developed in line with self-evaluation evidence, evidence from Education Scotland and Care Inspectorate scrutiny activities, research and national practice guidance, to continuously improve the quality of provision and outcomes for children and familiesSection 5: Early Childhood curriculum and pedagogical leadership7.2 What does high quality practice look like?Strategic planning for continuous improvementCriteria 4 - Self-evaluation and improvementSection 7: Ensuring Quality Through Critically Reflective PracticeImplementing improvement and changeLeadership of management and practitioners Developing the workforceGovernance framework1.4 Developing the workforce 1.6 How to use the guidance (paragraph 3) 5.2 What do we mean by pedagogical leadership?Building and sustaining a professional teamCriteria 1- Staffing, leadership and management3.8 An important note about being youPractitioner wellbeing and pastoral supportCriteria 8 - Fair Work Practices, including Payment of the Living Wage3.7 The impact of conscious and unconscious gender biasManagement of resources to promote equityManagement of finance for learning5.3 Considering the learning environmentManagement of resources and environment for learningSub-criteria 3.1 - Care Inspectorate quality evaluations of good or better on the theme relating to quality of environmentSub criteria 3.2 - Children have daily access to outdoor play and they regularly experience outdoor play in a natural environment as part of their funded ELC offerSafeguarding and child protectionSection 3: What I need to grow and developArrangements for safeguarding, including child protectionSub-criteria 1.3 - Sustainable staffing structures are in place which meet the recommended adult:child ratiosArrangements to ensure wellbeingNational guidance and legislationCurriculum1.3 Expansion Rationale1.5 What you will find in this updated guidance1.6 How to use the guidance4.1 The importance of playSection 9: What we can learn from other curriculum approachesRationale and designCriteria 2 - Development of children’s cognitive skills, health and well beingCriteria 3 - Physical environmentSub-criteria 5.2 - Parents and carers are supported to engage in their child’s learning and development2.3 Being a baby, toddler and child3.2 What I need from adults who look after me 6.1 Putting pedagogy into practice6.4 Literacy, numeracy and mathematical thinkingLearning and development pathwaysSection 4: Child’s work: the importance of play6.1 Putting pedagogy into practicePedagogy and playSection 3 How I grow and developSkills for life and learningCriteria 2 - Development of children’s cognitive skills, health and well beingLearning, teaching and assessment6.3 Facilitating playful learning environmentsLearning and engagementCriteria 3 - Physical environmentCriteria 2 - Development of children’s cognitive skills, health and well being4.1 The importance of play (p46)4.4 The role of the adult in supporting learning 5.1 What is the early childhood curriculum? (p52)5.3 Considering the learning environment (p54)6.1 Putting pedagogy into practiceQuality of interactions4.1 The importance of play (p46)6.2 Responsive and intentional learningEffective use of assessment3.1 how I grow and develop6.2 Responsive and intentional learning (p66)6.3 Facilitating playful learning environments7.1 Why we should focus on qualityPlanning, tracking and monitoringSub-criteria 2.2 - The setting must have a framework to support children’s learning that is informed by national guidance and is appropriate to support individual children’s development and learning focussed on active learning through playPersonalised support2.1 The image of the developing childUniversal supportSub-criteria 1.3 - Sustainable staffing structures are in place which meet the recommended adult: child ratiosCriteria 6 - Inclusion3.2 What I need from the adults who look after meRole of practitioners and leaders3.1 How I grow and developIdentification of learning needs and targeted support3.6 When things in my life are not straightforward – additional support for learningRemoval of barriers to learningFamily learning5.4 Leading through learning together with familiesEngaging families in learningCriteria 5 - Parent and carer engagement and involvement in the life of the setting8.7 Key features of positive transitions practice for babies and children and families who need additional supportEarly intervention and prevention5.4 Leading through learning together with familiesQuality of family learning programmesTransitions8.4 Key features of positive transitions practice from home to an ELC settingQuality of support for children and their familiesSub-criteria 5.1 - There is open and regular communication with parents and carers about the work of the setting and families are meaningfully involved in influencing change8.3 Why we should place such a strong emphasis on improving transitions for childrenCollaborative planning and deliverySub-criteria 2.2 - The setting must have a framework to support children’s learning that is informed by national guidance and is appropriate to support individual children’s development and learning focussed on active learning through playSub-criteria 5.2 - Parents and carers are supported to engage in their child’s learning and development 8.6 Key features of positive transitions practice for babies and children accessing more than one education and care setting/providerContinuity and progression in learningPartnerships5.4 Leading through learning together with familiesEngagement of parents and carers in the life of the settingCriteria 5 - Parent and carer engagement and involvement in the life of the setting3.4 How to do the right thing for meThe promotion of partnerships5.4 Leading through learning together with familiesImpact on children and familiesEnsuring wellbeing, equality and inclusion3.2 What I need from adults who look after me Section 8 – Transitions (8.1- 8.6)WellbeingCriteria 2 - Development of children’s cognitive skills, health and wellbeing 1.3 ELC expansion rationale 3.4 - Doing the right thing for me7.3 - Using critically reflective practiceFulfilment of statutory dutiesCriteria 1 - Staffing, leadership and managementSub-criteria 6.1 - The setting must comply with the duties under the Equality Act 2010 3.4 - 3.7 - How to do the right thing for me; adversity and trauma; ASN; gender bias; equity.Inclusion and equalityCriteria 6 – InclusionCriteria 10 - FoodSecuring children’s progress6.4 - Literacy, Numeracy & Mathematical thinkingSection 3 - What I need to grow and develop. (key aspects)Section 7 - Ensuring quality through critically reflective practice.Progress in communication, early language, mathematics, health and wellbeingCriteria 2 - Development of children’s cognitive skills, health and wellbeingCriteria 3 - Physical environmentCriteria 4 - Self Evaluation and ImprovementChildren’s progress over time6.2 - Responsive and Intentional learning. Overall quality of children’s achievementsCriteria 4 - Self Evaluation and ImprovementSub-criteria 5.2 - Parents and carers are supported to engage in their child’s learning and developmentSection 3 - What I need to grow and develop.Ensuring equality for all childrenCriteria 6 - InclusionCriteria 10 - FoodDeveloping creativity and skills for life and learningSection 3: Confidence, creativity and curiosity Section 4: Child’s work, the importance of playDeveloping creativitySub-criteria 2.2 - The setting must have a framework to support children’s learning that is informed by national guidance and is appropriate to support individual children’s development and learning focussed on active learning through playCriteria 3 - Physical EnvironmentCriteria 5 - Parent and carer engagement and involvement in the life of the settingSection 3: What I need to grow and develop5.1 - What is the Childhood Curriculum5.4 - Leading with FamiliesDeveloping skills for life and learning6.5 - Digital TechnologyDeveloping digital skills ................
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