Quality improvement and leadership

 

Research shows that effective high-quality experiences in the early years will have a significant positive impact on children’s development, their progress through school and on into adult life. The importance of quality improvement and effective leadership sits alongside the four basic principles of practice within the EYFS, acting as a golden thread throughout Birth to 5 Matters. Recognising and valuing the role of the leader results in a more reflective and analytical approach to practice that in turn supports a culture of continuing improvement.

 

Leadership and quality improvement run through the EYFS Principles. The four principles of the EYFS underpin effective practice in the care, development and learning of young people. Each of these principles can be applied to leadership and quality improvement, just as they apply to young children.

 

A unique setting Every setting is different in terms of location, finances, resources, educators, children, families, and leadership. Every aspect of a setting is equally important, and should be given due attention, as the setting finds its own way of doing what is best for children.

 

 Positive relationships There are many stakeholders within each setting including children, families, educators, external professionals, the leadership team and the wider community. Respectful and effective communication, compassion and empathy are key to supporting active and confident membership of the group, with the aim of creating trusting and collaborative working relationships.

 

Enabling environments   The environment supports not only the children and families but also the educators and leadership team. The adults working in every setting need to feel healthy and safe, to enjoy and achieve, to make a positive contribution and to experience economic wellbeing, as do the children and their families.

 

Learning and development   Quality improvement and effective leadership rests upon commitment to collaboration and reflective practice where educators do not simply settle for what is, but are open to possibility thinking about what might be. The adults in any setting need opportunities to develop their thinking and their practice through training and development activities, and an opportunity to share their ideas with others.

 

Quality improvement is a continuous process shown in daily practice, for example where staff pause to adjust a routine after noticing a child’s distress, or where a leader protects time for team reflection. At a basic level, high quality early years provision can be defined as a provision which:

• • improves outcomes for every child through high aspiration and effective play-based pedagogy

• • provides personalised learning, development and support – tailored to the needs of individual children

• • builds the foundations for future success, wellbeing and lifelong learning

• • involves parents/families in their children’s development and learning.

A continuously improving setting needs continuing professional development for all educators. In a continuously improving setting the leaders and the team will be:

 

Child-centred

• • by always having the child at the heart of everything

• • having energy, enthusiasm and a principled care and educational vision

• • employing a whole setting approach, support collaborative working and the collective identification and clear expression of research-informed pedagogical objectives that promote wellbeing and achievement for all children

Reflective

• • recognising the value of continuous quality improvement and how it impacts on colleagues and children’s wellbeing and achievement

• • engaging in self-evaluation and quality improvement processes as the basis of ongoing internal review – assessing what the setting offers against robust and challenging quality criteria

• • drawing on the wide range of quality improvement tools available, ensuring the tools are fit for purpose

• • leading and encouraging a culture of reflective practice, self-evaluation and informed discussion to identify the setting’s strengths and priorities for development

• • gathering observational evidence rather than just quantitative data

Change innovators and external collaborators

• • open to change and seeing value in supporting colleagues to voice and trial their own ideas

• • looking beyond the setting for advice and support

• • seeking and acting upon the views of all stakeholders (families, children, colleagues, outside professionals) leading a collaborative learning culture – providing time and space for sharing knowledge and support for continuous professional development for the whole team

Trusted and supportive

• • paying attention to the health and wellbeing of colleagues as well as their own, seeking external support when / if required

• • aiming for each member of their team to feel motivated, trusted and heard, valued and respected

• • mentoring colleagues through sharing knowledge, skills and professional perspectives on practice to help them achieve their goals, build confidence and navigate challenges with empathy and compassion

• • encouraging colleagues to develop and learn more, to recognise when they are doing well, and to feel positive about their work.

A continuously improving setting will have well-qualified and experienced staff who:

 

Maintain their skills

• • through appropriate training, with up-to-date skills and qualifications

• • committed to continuous professional development, and are motivated and supported to raise their skills and qualifications to level 3 and beyond

• • seeking professional development and support through external and internal coaching and mentoring

• • engaging in supervision, respond to guidance and advice, and know when to seek support and extra help including for their own wellbeing

Are reflective

• • committed to embedding inclusive practice which values diversity and celebrates differences in children

• • engaging in regular cycles of planning and review, informed by accurate observation and record-keeping focusing on children’s development and learning progress, and any statutory assessments

• • committed to the development of sustained shared thinking by offering encouragement, clarifying ideas and asking open questions which support and extend children’s thinking and help children make connections in learning – while ensuring a balance between adult-led and child-initiated activities

Are collaborative

• • open to ongoing professional dialogue, reflective practice, and collaborative work to continuously improve practice to help improve outcomes for every child

• • keen to share best practice with other educators through local, regional and national networking

• • working in close, supportive partnership with families – sharing information to nurture the child’s wellbeing, and involving them in their child’s continuous development and learning

• • working together with other educators and parents to support transition, within and between settings and between early years settings and primary school.

Resources

Bibliography

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