Scottish
Educational
Landscape
Early Years Research Conference 2013
University of Strathclyde
Graeme Logan
Assistant Director
Overview
•
•
•
•
Policy landscape
Early years policy developments
Inspection evidence on early years
Challenges and next steps
Programme for Government 13/14
•
•
•
•
•
•
•
•
•
•
•
•
•
Bankruptcy Consolidation Bill
Budget Bill
Community Empowerment and Renewal Bill
Conclusion of Contracts Bill
Courts Reform Bill
Damages Bill
Food Standards Scotland Bill
Housing Bill
Licensing Bill
Mental Health Bill
RCAHMS and Historic Scotland Merger Bill
Revenue Scotland and Tax Powers Bill
Scottish Welfare Fund Bill
Education policy landscape
•
•
•
•
•
•
•
•
Curriculum for Excellence
Children and Young People’s Bill
Post-16 Education (Scotland) Reform Bill
New statutory regulations for CLD (Sept 13)
Public Sector reform
Opportunities for all/ developing workforce
Welfare reform
Career-long professional learning
Corporate plan – our four pillars
A decisive shift towards prevention
A greater focus on ‘place’ to drive partnership, collaboration and
local delivery
Investing in people who deliver
services through enhanced
workforce development and
effective leadership
A more transparent public service
culture which improves standards
of performance
TEACHING
SCOTLAND’S
FUTURE
Moving from continuing professional
development to the concept of career long
professional learning
www.educationscotland.gov.uk/clpl
Policy into Practice
#bestplacetogrowup
Early years focus
• Family learning
• National Play Strategy
Early Years Collaborative
•
•
•
•
Improvement methodology
Community Planning Partnerships
Improving outcomes for under 3s
Supporting children to meet developmental
milestones
Pre-schools since April 2008 – June 2013
789 centres
NPF Results
Satisfactory or
above
712
90%
Good or
above
525
67%
Very good or Did not meet
above
NPF criteria
218
77
28%
10%
Inspection evidence Sept 2012
until June 2013
Strengths
• Happy, motivated, confident children
•
•
•
•
Staff
Relationships
Ethos
Leadership
ASPECTS for DEVELOPMENT
•
•
•
•
•
•
•
Literacy and numeracy
Curriculum
Self – evaluation
Monitoring
Assessing
Tracking
Children involved in their own learning
Does our approaches to
assessment
prove or
improve
children’s
learning, progress
and achievement ?
Tracking
Your analysis and intervention to help every
child make the best possible progress, based on
a range of assessment evidence.
Impact of systems and approaches
Underachievement is immediately challenged,
achievement is immediately celebrated.
Professional Dialogue
• What does CfE mean for you in your
establishment?
• What have been the major changes/
improvements for children so far?
• What is you plan to continue with
implementation?
Key messages – self evaluation
• Looking inwards, looking outwards, looking forwards
• Smart, streamlined coherent approach which tells
the story of the centre in a clear and evaluative way
• Don’t spend all your time on the process of gathering
and collating information
• Keep evidence proportionate, impact-based, focused
• Often the best sources of evidence are learning in
action and talking with young people and staff
• Discuss and moderate content, standards and
expectations within CfE levels at every opportunity
Key messages – strong practice is
often…
•
•
•
•
Precise, focused
Forensic in the analysis of children’s progress
Practice-based rather than just paper-based
Able to generate specific strengths and areas
for improvement, for example in relation to
‘active learning’
• Prioritises time and energy on learner
experiences and outcomes
What are some of the features of
excellence in centres?
• High quality leadership
• A community of learning
and learners
• Staff who listen to
children and act on what
they see and hear
www.bit.ly/earlyhome
One example: the 5 C’s
•
•
•
•
Control (is she in charge)
Clarity (is she sure of her ground)
Coherence (can I align my aspirations with hers)
Concern (does she understand the challenges I
face)
• Consistency (will she adopt the behaviours she
espouses?)
Learning leadership from children
It’s more fun to colour outside the lines
Ask ‘Why?’ until you understand.
Make up the rules as you go along.
It doesn’t matter who started it.
You sometimes have to take tests before you finish studying.
If you want a kitten, start out asking for a horse.
Keep knocking till someone opens the door.
You can’t ask to start over when your losing.
Excellence is the result of:
caring more than others think is wise;
risking more than others think is safe;
dreaming more than others think is practical; and
expecting more than others think is possible.
www.educationscotland.gov.uk