Accompanying information for staff working in early learning and childcare
settings and the early stages of primary schools
The Inspection Advice note 2015-16 provides the updated expectations on the
curriculum and covers all sectors. The following information is provided to support
colleagues in local authorities, as well as practitioners and leaders within early
learning and childcare settings. This includes primary schools with provision for
two year olds. It is an accompaniment to help further illustrate the result of increased
expectations in previous years, the current updated illustrations for 5.1 and 5.9 and
take account of current legislation 1. This advice is intended to support curriculum
framework * planning and delivery in a variety of settings in order to help our
youngest children be well supported in their learning, progress and achievement as
they develop and grow. The reflective questions are there to stimulate further
discussion and help identify possible areas for improvement to be actioned.
Rationale and design
The landscape of the early years is still changing and the ultimate aim regardless of
setting is to provide high quality early learning and childcare. This may include the
development and delivery of a curriculum framework that reflects the needs of
babies, toddlers and the young child. When thinking about the totality of the
curriculum framework, however young the child, it is important that other relevant
local and national guidance is understood and shared by all staff. 2 The rationale and
design of the curriculum framework will reflect the particular features and values of
the setting. When developing their curriculum framework, leaders and practitioners
need to take full account of the individual child and what assets they bring to the
setting. Strong and productive partnership with parents and involvement within the
local and wider community is a key feature of early learning and childcare settings.
As children move rooms and settings, the curriculum framework should continue to
be dynamic, flexible and include well thought-out innovation.
Reflective Questions
How do you ensure your current curriculum framework is relevant and has taken
account of changes within provision? How do you ensure that the rationale is
relevant and aspirational for all? How well do children, staff, parents and partners
contribute to the shared values of the setting?
Practitioners caring for babies and toddlers will benefit from clear, shared
understanding about how these youngest children best develop and learn.
Increasingly, settings are becoming more diverse and may serve a wider age range
of children. In order to ensure the curriculum framework on offer provides a
cohesive experience it is essential that staff understand the developmental needs of
babies, toddlers and young children in their care and respond to individuals
effectively.
1
Children and Young People Act (2014)
Building the Ambition, National Practice Guidance (2014), Pre-birth to three, Positive outcomes for
Scotland’s children and their families (2010), GIRFEC (2008)
2
Reflective Questions
In what way does pedagogy support and promote development and learning? Do all
staff fully utilise the way babies, toddlers and young children are learning, for
example, through schemas to help plan further opportunities?
Development of curriculum framework
A caring and nurturing environment with supportive and responsive adults provides
the best start for babies, toddlers and young children to flourish in their development
and learning. A well-coordinated approach that includes parents, partners, children
and staff in meaningful ways, can help develop further the curriculum framework and
improve planning for progression. The drivers of early learning will build on babies,
toddlers and young children’s curiosity, inquiry and creativity. Throughout the setting
it is important that planning procedures and approaches seek to reduce unnecessary
paperwork and that all planning and recording is relevant and manageable. 3 Babies,
toddlers and young children require a focus on helping them to develop
communication and language. This is of particular significance given the findings of
research in Scotland 4 that highlights the importance of children developing good
language and communication skills. Early learning and childcare settings have a
crucial role in supporting children and families to ensure young children are able to
communicate and have a well-developed vocabulary.
A clearly defined, shared strategy for the development of early language,
mathematics, health and wellbeing is very important. When planning learning
opportunities, practitioners need to ensure children are able to develop their social,
emotional, physical and cognitive skills in a relevant and integrated way.
Practitioners should demonstrate good understanding and judgement when
introducing language to explain scientific concepts. The capabilities children need to
live and learn in a digital society are increasing. Digital literacy needs to enhance
children’s experiences in challenging and meaningful ways. Practitioners should be
able to clearly demonstrate how all children progress and achieve and how this is
supported by adults. Assessment is effective when based on observation of children
and linked to development and progress.
Reflective Question
How do you know that your assessment procedures are showing evidence of
children’s progress in the key areas of early language, mathematics and well-being?
3
4
Tackling Bureaucracy 4,
Growing Up in Scotland (GUS)
Programmes
Throughout the setting, learning experiences need to be delivered in a holistic way to
reflect best how babies, toddlers and young children develop and learn. Active 5 and
experiential learning within a stimulating and caring environment is important for
children to develop and learn within early learning and childcare settings and early
level in primary school. To succeed, children need support of responsive adults who
listen to children and intervene well to scaffold and extend young children’s thinking
and problem solving skills. Babies, toddlers and young children should continue to
benefit from daily high quality experiences outdoors.
Reflective Question
What would you be looking for in trying to determine the quality of adult child
interactions in your setting?
The role of play in learning is complex. This opportunity, if well-presented and
planned will mean babies, toddlers and children are relaxed and joyful, this in turn
provides the context for development and learning. Play needs to take account of
what the child brings from their own experience and encourage meaningful
interactions with peers and adults. High quality play is essential as through these
experiences children are supported to develop a range of skills, attributes and
competencies important for learning and life. 6
Reflective Questions
How effectively do practitioners intervene in children’s play to help them extend their
thinking and widen their skills? What is the impact on learning?
Depth and challenge in the earliest stages may mean children building on their
learning over time, exercising choice about what and how they learn. At times,
children need to be able to revisit experiences in order to develop deeper
understanding and make significant links in their own learning.
Care must still be taken in interpreting the term Interdisciplinary learning (IDL) for
use in early learning and childcare settings. There should continue to be a shared
understanding of IDL in each setting in order to provide continuity, progression,
relevance and depth to all children’s learning. This is supported through
well-considered opportunities that help children to progress, make links in their
learning or apply their learning and skills in new, motivating, challenging contexts.
5
6
Building The Curriculum 2, Active Learning in the early years (2007)
Developing the Young Workforce
Reflective Questions
The term ‘interdisciplinary learning’ is frequently used in the primary sector to
describe how learning is linked in identified curricular areas. Is there a better way of
making this more relevant for the early level? Describe how you or your team
understand the importance of linking learning outcomes through meaningful contexts
for learning?
Progression in children’s learning cannot be viewed in isolation and will require
meaningful links within and beyond the setting. It is essential prior learning is
identified and built upon. Practitioners need to ensure children have opportunities for
applying, consolidating and reinforcing their learning.
Reflective Questions
To what extent do you ensure that you build on children’s prior learning within and
out with your setting? How effectively do you recognise and celebrate children’s
prior learning?
A quality approach towards recording and tracking children’s individual progress will
clearly demonstrate progress over time. This information is effective when ‘owned’
by the young child who with support, is able to share and talk about their learning in
an appropriate way with practitioners, parents and friends.
Transitions
Working within and between settings, practitioners need to ensure a continuum of
progress for children with no artificial stops and starts as they move into, between
and beyond settings in order to ensure they are supported in their learning and
development. Supportive and productive links between home and other settings
need to be established. It is important that children with differing patterns of
attendance including those with ‘split placements’ have equity of access to cohesive
and enriching experiences.
*Curriculum Framework - This is term used to describe the framework of planned
and responsive learning experiences based on different aspects of babies, toddlers
and young children’s development and learning. This is achieved through sound
pedagogy and the provision of integrated experiences in meaningful contexts that
are developmentally appropriate.